The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes

Hannon, Brenda

doi:10.11114/jets.v6i12.3627

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…Most studies on home literacy portray the home environment as the foundation for the development of young children’s literacy (Hamilton et al, 2016; Hannon, 2018; Inoue et al, 2018; Krijnen et al, 2019; Puglisi et al, 2017) and the home predictor of children’s language such as oral language and knowledge of print (Weinberger, 1996). According to Dong et al (2020), a rich home literacy environment (HLE) promotes student academic achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…“Oral language skills include all of the abilities required to process the meaning of spoken and, eventually, written language, such as vocabulary knowledge, narrative knowledge, listening, and text comprehension” (Krijnen, et al, 2019: 208). Furthermore, home literacy activities aid in the comprehension processes of young children, such as knowledge integration and access (Hannon, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hannon (2018) conducted a study with 120 children (49 girls, 71 boys) aged 5.75 years, who were English-speaking recruited from local schools and libraries. Findings of the study confirm that home literacy activities were positively related to knowledge integration and knowledge access, which are strong predictors of language and reading comprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

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Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study

Nkomo

Magxala

Lebopa

2023

Journal of Early Childhood Literacy

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As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children’s sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child’s development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers’ feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning.

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