Literacy experiences and the shaping of cognition.

2004 ◽  
pp. 253-288 ◽  
Author(s):  
Keith E. Stanovich ◽  
Anne E. Cunningham ◽  
Richard F. West
Keyword(s):  
Literacy Experiences

Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class

1994 ◽  
Vol 15 (3) ◽  
pp. 371-394 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Socioeconomic Factors ◽  
Family Literacy ◽  
Maternal Education ◽  
Family Income ◽  
Metalinguistic Awareness ◽  
Literacy Experiences ◽  
Literacy Activities ◽  
Concepts About Print ◽  
Metalinguistic Skills

ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.

scholarly journals Pasifika Students, Literacy As Social Practice, and the Curriculum

2007 ◽  
Author(s):  
John Dickie
Keyword(s):  
Social Practice ◽  
Primary Teachers ◽  
Literacy Skills ◽  
Ministry Of Education ◽  
Doctoral Study ◽  
Literacy Experiences ◽  
Detailed Assessment ◽  
Literacy As Social Practice ◽  
Pasifika Students ◽  
Out Of School

Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

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