A Comparison between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers' Beliefs, and Writing Mediation

Autor/inn/en	Aram, Dorit; Meidan, Inbal Cohen; Deitcher, Deborah Bergman
Titel	A Comparison between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers' Beliefs, and Writing Mediation
Quelle	In: Reading Psychology, 37 (2016) 7, S.995-1024 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1157537
Schlagwörter	Home Schooling; Mothers; Literacy; Young Children; Parent Attitudes; Video Technology; Writing Skills; Comparative Analysis; Learning Activities; Predictor Variables; Conventional Instruction; Phonological Awareness; Kindergarten; Foreign Countries; Parent Role; Teaching Methods; Israel + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Mother; Mutter; Alphabetisierung; Schreib- und Lesefähigkeit; Frühe Kindheit; Elternverhalten; Writing skill; Schreibfertigkeit; Lernaktivität; Prädiktor; Ausland; Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study characterized children's literacy, mothers' beliefs, and writing mediation of homeschooled compared to formally schooled kindergartners. Participants were 60 children (ages 4-6) and their mothers (30 in homeschooling). At the children's home, we assessed children's literacy, maternal beliefs, and video-recorded mother-child joint writing of a birthday invitation. Results showed that homeschooled children had lower literacy levels than those formally schooled. Homeschooling mothers reported lower levels of belief in learning activities and demands from their children and showed lower levels of writing mediation. Maternal writing mediation predicted children's writing, beyond the child's phonological awareness and schooling (home vs. formal). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01