A Socioeconomic Comparison of Emergent Literacy and Home Literacy in Australian Preschoolers

Autor/in	Neumann, Michelle M.
Titel	A Socioeconomic Comparison of Emergent Literacy and Home Literacy in Australian Preschoolers
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 4, S.555-566 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1189722
Schlagwörter	Emergent Literacy; Family Literacy; Comparative Analysis; Socioeconomic Status; Family Characteristics; Preschool Children; Early Childhood Education; Questionnaires; Child Development; Academic Achievement; Student Evaluation; Parents as Teachers; Home Study; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Frühleseunterricht; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fragebogen; Kindesentwicklung; Schulleistung; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	Family socioeconomic status (SES) and home literacy practices impact upon children's early literacy development. The present study explored where current emergent literacy and home literacy differences lie in Australian preschoolers aged three to five years from lower SES (n = 49) and higher SES (n = 52) homes. Children were assessed on letter knowledge, print concepts, and name writing. Parent literacy teaching, storybook-reading, and home literacy resource data were gathered via a home questionnaire. Duration of parent--child reading was similar for both SES groups. Lower SES parents taught their children less frequently about print compared to higher SES parents with lower SES children performing more poorly on print skills. This suggests that home reading may not be sufficiently fostering print skills in lower SES children highlighting the need for policymakers to enable lower SES parents to engage in more print-based strategies to help bridge the literacy gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01