A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills

Nguyen, Neal Nghia; Darling, Sharon M.; Peralta, Claudia; Mosier, William Arthur; Garnett, William

doi:10.1002/trtr.1984

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…One of the factors tested for its influence is the role of the family, especially how the family owns the reading literacy climate. This is in line with some research (Nguyen et al, 2021); (Relyea et al, 2020) that creating a strong literacy culture requires cooperation with the family environment. Family is one of the pillars of education.…”

Section: Discussionsupporting

confidence: 90%

The Effect of Family Literacy on Students' Interest in Reading

Sayekti

Khoirudin²,

Ying³

2023

J. Prim. Edukasia

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Interest in reading among children in Indonesia is still at a low level. Low reading interest requires supporting factors that can influence reading interest. The purpose of this study was to examine the effect of family literacy on students' reading interest. This study uses a type of quantitative research with the type of ex post facto. Data collection techniques using observation and questionnaires. The analysis used in this research is an analysis using descriptive associative research. In this study the statistical technique used is simple linear regression analysis. Simple linear regression is used only for one independent variable and one dependent variable. The results of the research show that family literacy has an influence on students' interest in reading. Evidenced by the t test which shows the number 5.245. From the results of the t test which shows that the family literacy variable partially influences the variable interest in reading with a significance level of 0.000. The results of the determinant test showing the influence of family literacy on reading interest is the R result of 0.258

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Section: Discussionsupporting

confidence: 90%

The Effect of Family Literacy on Students' Interest in Reading

Sayekti

Khoirudin²,

Ying³

2023

J. Prim. Edukasia

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Mapping the Theoretical Landscape of More-Than-Parental Involvement

Sadownik

2023

International Perspectives on Early Childhood Education and Development

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This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1.

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The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

Nunamaker

Mosier

2022

Research Anthology on Early Childhood Development and School Transition in the Digital Era

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This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.

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A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills

Abstract: Get our research-based perspectives on assessment, diversity, early literacy, education policy, equity in literacy education, teacher preparation, and more at literacyworldwide.org/statements.

Cited by 4 publications

References 13 publications

The Effect of Family Literacy on Students' Interest in Reading

The Effect of Family Literacy on Students' Interest in Reading

Mapping the Theoretical Landscape of More-Than-Parental Involvement

The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

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