Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration

Autor/inn/en	Alston-Abel, Nicole Lynn; Berninger, Virginia W.
Titel	Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration
Quelle	In: Journal of Educational & Psychological Consultation, 28 (2018) 2, S.164-189 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2017.1323222
Schlagwörter	Family Literacy; Longitudinal Studies; Questionnaires; Writing Achievement; Reading Achievement; Low Achievement; High Achievement; Home Study; Time on Task; Parent Participation; Writing Skills; Reading Skills; Self Management; Cohort Analysis; Elementary School Students; Middle School Students; Correlation; Learning Activities; Consultation Programs; Achievement Tests; Statistical Analysis; Parent Surveys; Parent Teacher Cooperation; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Leseleistung; Unterdurchschnittliche Leistung; Zeitaufwand; Elternmitwirkung; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Selbstmanagement; Kohortenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Lernaktivität; Fachberatung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; WIAT; Eignungsprüfung; Eignungstest
Abstract	In a 5-year longitudinal study of typical literacy development (Grades 1-5 or 3-7), relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children's self-regulation at home, both completed annually by the same parent, and (b) children's reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. Parental ratings of self-regulation of attention remained stable, but executive functions--goal-setting, hyperactivity, and impulsivity--tended to improve. Results are translated into consultation tips for literacy learning and best professional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01