How Homework Shapes Family Literacy Practices

Autor/inn/en	Clarke, Carolyn; Comber, Barbara
Titel	How Homework Shapes Family Literacy Practices
Quelle	In: Reading Teacher, 73 (2020) 5, S.563-573 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1879
Schlagwörter	Homework; Parent Child Relationship; Family Literacy; Teacher Attitudes; Reading Aloud to Others; Literacy Education; Reading Habits; Leisure Time; Parent Teacher Cooperation; Reading Attitudes + Suchen Sie Ihr Suchwort? Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lehrerverhalten; Reading habit; Lesegewohnheit; Freizeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Reading behavior; Rading behaviour; Leseverhalten
Abstract	The authors explore the possibility that school literacy practices sent home as homework are changing family reading interactions by adding to the tasks that teachers expect parents to undertake. The authors consider how reading, formerly an elective leisure practice between parents and their children, has been reorganized and how this positions parents differently. The authors also examine teachers' views on the importance of parents reading to their children and teachers' expectations of parents to support school literacy practices in the form of homework. Evidence that teachers now depend on parents to support school-based literacy practices and how this serves to change the nature of literacy practices in the home is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01