Families’ roles in children’s literacy in the UK throughout the 20th century

Nutbrown, Cathy; Clough, Peter; Levy, Rachael; Little, Sabine; Bishop, Julia; Lamb, Terry; Yamada‐Rice, Dylan

doi:10.1177/1468798416645385

Cited by 15 publications

(13 citation statements)

References 46 publications

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“…This study is grounded in everyday family life, enabling a more holistic understanding of the barriers to shared reading. Although conceptualisations and modes of literacy have changed, literacy has been a part of family life, in some form, for every generation (Nutbrown et al., 2017). Although this paper is concerned with shared reading practices, the research was situated within a broader exploration of participants’ lives and daily routines, acknowledging that daily activities are a key site of parenting (Goodwin, 2007).…”

Section: Framing the Studymentioning

confidence: 99%

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Preece

Levy

2018

Journal of Early Childhood Literacy

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Shared reading with young children has a positive impact on a range of areas including language development and literacy skill, yet some parents face challenges in engaging in this activity. While much is known about the benefits of shared reading, the barriers to the activity are poorly understood. The research presented here draws on in-depth interviews with 20 parents of preschool children to understand home reading practices in a socioeconomically and culturally mixed sample, exploring the motivations and barriers that exist to engaging in shared reading. Results indicate that parents are motivated to engage in shared reading when there is clear evidence of their child's enjoyment. However, parental perceptions of 'negative' child-feedback could be a barrier to shared reading. This has particular implications for the age at which parents perceive reading to be a valued and worthwhile activity for their child, suggesting that some parents may choose not read with their babies because they are not receiving the feedback they require in order to sustain the activity. Moreover, this study also revealed that for many parents, parental enjoyment of shared reading activity was closely related to evidence of childenjoyment, thus creating a further barrier to reading when child-enjoyment was perceived to be absent. This has strong implications for interventions that seek to encourage and support home reading practices between parents and young children.

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Section: Framing the Studymentioning

confidence: 99%

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Preece

Levy

2018

Journal of Early Childhood Literacy

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“…Even before the term 'family literacy', families traditionally were the main conduit for 'passing on' skills related to reading and writing, until the advent of mass industrialisation and compulsory schooling relegated family involvement to the background (Hannon 1995;Nutbrown et al 2016). The initial use of the term, coined by Taylor (1983), heralded a drive by educators to create links between home and school, encouraging parents to become more involved in their children's education.…”

Section: Introductionmentioning

confidence: 99%

“…The initial use of the term, coined by Taylor (1983), heralded a drive by educators to create links between home and school, encouraging parents to become more involved in their children's education. The notion of 'family literacy' therefore not only refers to government-driven interventions, but also encompasses the literacy practices that occur within the home (Nutbrown et al 2016). This original study focuses on family involvement in and encouragement of children's early literacy experiences.…”

Section: Introductionmentioning

confidence: 99%

A generational arc: early literacy practices among Pakistani and Indian heritage language families

Little

2017

International Journal of Early Years Education

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This paper focuses on the attitudes towards reading in the home, handed down through the generations and experienced by the young children in four families of Pakistani and Indian origin. The children's families originally arrived in the UK in the 1960s, and this paper unpicks the stories and attitudinal changes in relation to both English and the heritage language, throughout the generations. Adopting a sociocultural perspective through intergenerational family interviews, roles within the family in terms of literacy support, the families' use of libraries, experiences, and understanding of the education system, and the impact the heritage language has on family support for reading in English, are explored. Through the dual linguistic lens of both English and the heritage language (Gujarati and Urdu), the study traces a generational arc which explores areas of concern and needs for support, seeking to inform both policy and practice in early childhood education.

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“…It is widely accepted that children’s meaning making is built up through printed texts, sound, visual images and symbols (Burnett, 2010), to the extent that ‘literacy is now part of wider multimodal communication practices’ (Nutbrown et al, 2016: 3). Prensky (2001) has argued that children born in the 21st century are digital natives; natural users of digital technologies and there is agreement that greater attention should be paid to both their digital and non-digital print experiences (Levy, 2009).…”

Section: Children’s Dlamentioning

confidence: 99%

Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home

Ozturk

Ohi

2018

Journal of Early Childhood Research

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The effect of digital literacy practices upon young children's learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children's home digital literacy practices, parental views about the use of technology and children's attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children's digital literacy experiences and their perceptions of their children's reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children's attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents' perception of their child's attitudes to reading. The findings suggest that parents can support children's enjoyment in reading by engaging in both digital and non-digital print experiences with their children.

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Families’ roles in children’s literacy in the UK throughout the 20th century

Cited by 15 publications

References 46 publications

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

A generational arc: early literacy practices among Pakistani and Indian heritage language families

Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home

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