Changing the home literacy environment through participation in family literacy programmes

Swain, Jon; Cara, Olga

doi:10.1177/1468798417745118

Cited by 30 publications

(27 citation statements)

References 51 publications

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“…Both variables constitute indicators commonly used to characterise the home limiting environment, along with the resources available at home. In relation to the latter, previous work has emphasised the association between the number of books available at home and reading comprehension (Harvey, ; Swain & Cara, ). Consistent with these results, the current research has identified the number of books at home as a particularly relevant variable for the explanation of reading comprehension, whether they are books in general or children's books.…”

Section: Discussionmentioning

confidence: 99%

“…The parents' educational level is also a determining factor for the literacy development of children (Baker, 2013;Hofslundsengen et al, 2018;Yeo et al, 2014), being a predictor of linguistic skills and the development of children's emergent literacy (Bracken & Fischel, 2008). The number of books at home is another indicator of the reading performance of children (Griffin & Morrison, 1997;Harvey, 2016;Puglisi, Hulme, Hamilton, & Snowling, 2017), either the total amount of books (Mascarenhas et al, 2017;Sénéchal, 2012) or the number of children's books (Sénéchal, 2006;Swain & Cara, 2017). The amount of reading books depends in most of cases on the family's socioeconomic status (Merlo, Bowman, & Barnett, 2007).…”

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

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Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old. Results The analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home. Conclusions Our research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective. Highlights What is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for t...

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Section: Discussionmentioning

confidence: 99%

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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“…Parents' academic socialization includes parents' attitudes, values, goals, expectations, and beliefs about education as well as the opportunities and activities they make available to their children (Puccioni, 2015;Taylor et al, 2004). For example, Swain and Cara (2019) discussed the role that family resources, parental literacy beliefs and activities and attitudes, parental beliefs and understanding, and family literacy activities and practices play as part of the home literacy environment or parents' academic socialization. Hoover Dempsey et al (2005) discussed that parents must believe they have the relevant skills with which to assist their children, and the time to do so, to be involved in their children's education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Sonnenschein

Stites

Dowling

2020

Journal of Early Childhood Research

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This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

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“…Since these reviews, the loss of federal funding to literacy agencies and organizations has been substantial, resulting in the closure or reduction some of these agencies and impacting how family programing is supported, in Canada (Shohet, 2012). While international research on family literacy program models and programmatic issues continues to evolve (Ihmeideh & Al-Maadadi, 2020; Rabkin et al, 2018; Swain & Cara, 2019), there is little current research addressing these topics in the Canadian context. Our study aimed to gauge the nature and availability of family-focused early learning opportunities for a diverse range of families within one Canadian context, and identify issues experienced by the community-based organizations offering these programs.…”

Section: Introduction and Purpose Of The Studymentioning

confidence: 99%

Family-Focused Early Learning Programing: Access, Opportunities, and Issues in one Canadian Context

Doyle

2021

Sage Open

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Family-focused early learning programs aim to assist parents in supporting their young children language and literacy development. This study examined program access and learning opportunities for diverse families across a wide range of community-based settings in one eastern Canadian province. As well, the study examined practitioners’ perspectives on issues related to program development and implementation. Primarily through surveys, practitioners provided data on more half of all community-based programs in the province. The findings of the study showed that most programs offered a form of parent and child focused drop-in play as the core of their programing. Few programs offered a more formalized parent-facilitator learning component as is sometimes found in other jurisdictions. The issues and challenges in programing identified by practitioners included attracting participants, maintaining funding and expanding program activities, and staff training to expand and enhance programing to meet the needs of families. These issues are discussed in light of current public policy and practice.

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Changing the home literacy environment through participation in family literacy programmes

Cited by 30 publications

References 51 publications

Home literacy environment and reading comprehension in Spanish primary education

Home literacy environment and reading comprehension in Spanish primary education

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

Family-Focused Early Learning Programing: Access, Opportunities, and Issues in one Canadian Context

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