Society, family and learning. The role of home literacy environments

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Detalles Bibliográficos
Publicado en:	Orientación y Sociedad. Vol. 10 (2010),153-166 10. La Plata : Universidad Nacional de La Plata. Facultad de Psicología, 2010 Avances de investigación
Autor Principal:	Querejeta, Maira
Formato:	Artículo
Temas:	Home literacy Early literacy Poverty Familia Sociedad Aprendizaje Alfabetización Pobreza
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
Resumen:	This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
Descripción Física:	p.153-166

MARC


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100			\|a Querejeta, Maira \|u Universidad Nacional de La Plata. Facultad de Psicología
245	1	0	\|a Society, family and learning. The role of home literacy environments
041		7	\|2 ISO 639-1 \|a en
300			\|a p.153-166
520	3		\|a This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
653			\|a Home literacy
653			\|a Early literacy
653			\|a Poverty
650	0	4	\|a Familia
650	0	4	\|a Sociedad
650	0	4	\|a Aprendizaje
650	0	4	\|a Alfabetización
650	0	4	\|a Pobreza
856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
773	0		\|7 nnas \|t Orientación y Sociedad. \|g Vol. 10 (2010),153-166 \|v 10 \|q 153-166 \|d La Plata : Universidad Nacional de La Plata. Facultad de Psicología, 2010 \|k Avances de investigación
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-SinDerivadas 2.5 Argentina \|u https://creativecommons.org/licenses/by-nc-nd/2.5/ar/

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Society, family and learning. The role of home literacy environments

MARC

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