Born Too Soon: What Can We Expect? Nature of Home Literacy Experiences for Children with Very Low Birth Weight

Autor/in	Ragusa, G.
Titel	Born Too Soon: What Can We Expect? Nature of Home Literacy Experiences for Children with Very Low Birth Weight
Quelle	In: Early Child Development and Care, 179 (2009) 5, S.651-670 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Body Weight; Emergent Literacy; Premature Infants; Family Environment; Case Studies; Correlation; Social Development; Social Influences; Emotional Development; Stress Variables; Academic Achievement; At Risk Persons; Child Development; Physiology; Environmental Influences; Parent Child Relationship; Physical Health; Young Children; Low Income Groups; Focus Groups; Interviews + Suchen Sie Ihr Suchwort? Körpergewicht; Frühleseunterricht; Frühgeburt; Familienmilieu; Case study; Fallstudie; Case Study; Korrelation; Soziale Entwicklung; Sozialer Einfluss; Gefühlsbildung; Schulleistung; Risikogruppe; Kindesentwicklung; Physiologie; Environmental influence; Umwelteinfluss; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gesundheitszustand; Frühe Kindheit; Interviewing; Interviewtechnik
Abstract	This study documents the home literacy experiences of children born with very low birth weight (VLBW). The study's design was modelled after Purcell-Gates' study of social domains mediated by print as home literacy experiences. A design combining purposeful sampling, semi-structured data collection and descriptive case study analysis was employed to create a comprehensive picture of the qualitative indices that document home literacy experiences of VLBW children. Results suggest complex interrelationships between literacy practices and social-emotional factors associated with having a VLBW child. Specifically, these results indicate that increased stress associated with having a child with low birth weight may lead to lower frequencies and variations of home literacy practices. Furthermore, results suggest that stress in the home associated with medical fragility may contribute to low academic outcomes for children with VLBW. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10