Home Literacy Practices: A Focus on Dominican Families

Autor/inn/en	Pendleton, Susan; Protacio, Selena
Titel	Home Literacy Practices: A Focus on Dominican Families
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 2, S.25-40 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Family Literacy; Family Environment; Latin Americans; Parent Child Relationship; Parent Attitudes; Homework; Reading Aloud to Others; Pronunciation; Information Technology; Literacy Education; Parents as Teachers; Music; Singing; Language Acquisition; Teaching Methods; Foreign Countries; Parent Background; Educational Attainment; Dominican Republic + Suchen Sie Ihr Suchwort? Familienmilieu; Latin America; People; Lateinamerika; Bevölkerung; Volk; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Hausaufgabe; Aussprache; Informationstechnologie; Musik; Gesang; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Dominikanische Republik
Abstract	The majority of the current research regarding home literacies practices are explored through North American family structures. For this reason, there is a lack of knowledge about what Dominican families, a subgroup within the Latino culture, do at home to assist their children in their literacy acquisition in the Dominican Republic. This qualitative research study provides insight as to what literacy practices take place within the Dominican household by conducting semi-structured interviews with 10 Dominican parents. Findings from this research indicate literacy practices include parents participating in the following: (1) helping their children with homework; (2) reading with their children at home; (3) helping their children practice proper diction with everyday conversation; (4) using singing and music to build language development; and (5) providing access to different modes of technology to support literacy learning. Instructional implications are discussed based on these findings. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01