Home literacy activities and their influence on early literacy skills.

2000 ◽  
Vol 54 (2) ◽  
pp. 65-75 ◽  
Author(s):  
Mary Ann Evans ◽  
Deborah Shaw ◽  
Michelle Bell
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Home Literacy ◽  
Early Literacy Skills ◽  
Literacy Activities ◽  
Home Literacy Activities

NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS

2013 ◽  
Vol 50 (8) ◽  
pp. 755-769 ◽  
Author(s):  
John Mark Froiland ◽  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Seung-Hee Claire Son
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Well Being ◽  
Literacy Skills ◽  
Home Literacy ◽  
Early Literacy Skills

Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese

2017 ◽  
Vol 41 (1) ◽  
pp. 159-175 ◽  
Author(s):  
Tomohiro Inoue ◽  
George K. Georgiou ◽  
Naoko Muroya ◽  
Hisao Maekawa ◽  
Rauno Parrila
Keyword(s):  
Negative Impact ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Activities ◽  
Home Literacy Activities

Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills

2017 ◽  
Vol 52 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Lori E. Skibbe ◽  
Dorit Aram
Keyword(s):  
Cerebral Palsy ◽  
Early Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Literacy Activities ◽  
Children's Writing ◽  
Children's Literacy ◽  
Letter Sound ◽  
Writing Activity

Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children’s writing errors, and frequently provided physical supports to children during the writing activity. Mothers’ reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children’s literacy skills. Findings suggest that mothers can bolster their children’s literacy skills through carefully orchestrated writing activities when children have CP.

scholarly journals Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills

2019 ◽  
Vol 33 (1) ◽  
pp. 207-238 ◽  
Author(s):  
Eke Krijnen ◽  
Roel van Steensel ◽  
Marieke Meeuwisse ◽  
Joran Jongerling ◽  
Sabine Severiens
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Home Literacy ◽  
Refined Model ◽  
Emergent Literacy Skills ◽  
Literacy Activities ◽  
Home Literacy Activities

scholarly journals Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills

2018 ◽  
Vol 13 (3-2018) ◽  
pp. 337-349
Author(s):  
Maximilian Pfost ◽  
Jana G. Freund
Keyword(s):  
Emergent Literacy ◽  
Short Term Memory ◽  
Literacy Skills ◽  
Home Literacy ◽  
Short Term ◽  
Emergent Literacy Skills ◽  
Literacy Activities ◽  
Technological Developments ◽  
Home Literacy Activities ◽  
Widespread Dissemination

Interactive audio pens – pens that contain a built-in speaker and that can be used in combination with books that are made for this purpose – are new, commercially available technological developments that have found widespread dissemination. In the current paper, we studied the availability and use of these interactive audio pens and their associations with home literacy activities and children’s emergent literacy skills in a sample of 103 German preschool children. We found that the availability of interactive audio pens at home showed small positive relations to children’s verbal short-term memory. Home literacy activities were not correlated to the availability of interactive audio pens. Results are discussed against the background of current research in multimedia storybook reading.

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