The effects of a parent–child environmental print program on emergent literacy

Neumann, Michelle M.

doi:10.1177/1476718x18809120

Cited by 14 publications

(4 citation statements)

References 37 publications

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“…The third purpose of this study is to focus on children's knowledge of print and print conventions. Research has confirmed that this knowledge is an excellent representation of early literacy and is a strong predictor of later achievement in reading and writing (Levy et al, 2006;Neumann, 2018;Whitehurst & Lonigan, 2002). This study will explore how children's agentic behaviour is associated with their knowledge of print and print conventions.…”

Section: Researchmentioning

confidence: 95%

Preschool-aged children's agency in shared book reading: the relation to the literacy environment in Czech families

Gavora

2021

Early Child Development and Care

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This study explores children's agency in shared book reading sessions with parents and its relation to family literacy characteristics, parents' literacy practices with children and children's print knowledge. Research participants were 142 Czech children, ages 3-6, and their parents. Parents rated their children's agency and the attributes of the home literacy environment in a questionnaire. The data shows that children in the sample exerted agency in shared book reading situations, some of them extensively. Out of the four components of agency, children's manifestations of volition in shared book reading appeared to be the most extensive, followed by asking questions, imitating reading and monitoring parents when they were reading to them. Overall, the results indicate that literacy-aimed activities, which the parents carry out with their children, relate to children's agency more than literacy qualities of the home, like the number of children's books, children's exposure to literacy, or parental education.

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Section: Researchmentioning

confidence: 95%

Preschool-aged children's agency in shared book reading: the relation to the literacy environment in Czech families

Gavora

2021

Early Child Development and Care

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“…During parent-child alphabet activities, the parents can write with the child (e.g., letters, notes, names, and greeting cards) to promote learning about print concepts, letter sounds, etc. [13,16,[34][35][36][37]. Parents also point out letters of the alphabet when looking at street signs and labels on products in the child's environment [35].…”

Section: Parent-child Literacy Activitiesmentioning

confidence: 99%

The COVID-19 Pandemic: Changes in Parent–Child Activities at Home from Spring 2020 to Spring 2021 from a Cross-Cultural View

Meoded Karabanov,

Aram,

López-Escribano

et al. 2023

Education Sciences

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This study explored young children’s (2–8 years old) daily activities during the first lockdown with the outbreak of the COVID-19 pandemic (spring/2020, T1) and a year later (spring/2021, T2) from a cross-cultural perspective. It describes parent–child literacy and digital activities in Bulgaria, Israel, and Spain. Participating parents (747 in T1 and 432 in T2) answered online questionnaires about the frequency of parent–child literacy activities (alphabetic, book reading, and play) and digital activities (joint activities, selecting content, scaffolding) and the child’s screen time. The findings indicated moderate parent–child literacy and digital activities during the time points. A series of ANCOVAs revealed differences between time periods and cultures beyond the demographic measures (child’s age, parent’s education and age, and family size). During the first lockdown, parent–child joint digital activities and the child’s screen time were higher than a year later. A year later, parents were more involved in book reading, literacy play activities, and scaffolding their children’s use of digital devices. Interactions between the period and culture showed that Bulgarian and Spanish parents were more involved in their children’s literacy and digital activities than Israeli parents. Spanish children had more independent screen time than Bulgarian and Israeli children. Associations between literacy and digital activities implied a consistent parenting style across the activities.

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“…Hearing impaired children must be allowed to explore environmental print, such as signs and logos (Briggle, 2005).Children encounter environmental print on a daily basis within the home and out in the community (Fingon, 2005;Miller, 1995;Neumann, 2018). These signs can be an icon, an index, or a symbol.…”

Section: Introductionmentioning

confidence: 99%

The Knowledge Hearing Impairment Children Have About Common Public Signs

Ahmad

Al‐Zboon

2023

JESR

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This study aimed to examine sign recognition in children with hearing impairment ages 6 - 9 years old from Al-Zarqa city in Jordan. Public signs were shown to the children and they were asked to say what the sign represented. Results were that children have difficulty recognizing a sign’s meaning, as reflected in their answers. Results also showed that children can identify iconic signs like a mosque the most, and the index of a skull for danger or symbol such as the letter H to indicate a hospital the least. For signs they did not correctly identify, they viewed the sign as a picture, not a sign that has meaning. The study shows hearing impaired children’s familiarity with signs in public spaces. Received: 15 November 2022 / Accepted: 16 February 2023 / Published: 5 March 2023

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The effects of a parent–child environmental print program on emergent literacy

Cited by 14 publications

References 37 publications

Preschool-aged children's agency in shared book reading: the relation to the literacy environment in Czech families

Preschool-aged children's agency in shared book reading: the relation to the literacy environment in Czech families

The COVID-19 Pandemic: Changes in Parent–Child Activities at Home from Spring 2020 to Spring 2021 from a Cross-Cultural View

The Knowledge Hearing Impairment Children Have About Common Public Signs

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