ERIC Number: ED397049
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Home and School as Learning Environments that Impact the Development of Primary Students' Print Concepts and Reading Attitudes.
Shepston, Therese Kiley; Jensen, Rita A.
This paper reports on a study of primary-grade students (N=79) and their parents in an attempt to identify opportunities for enhancing the collaborative interaction between home and school when designing quality learning environments. In particular, the study looked at the children's print concept development, reading attitudes, and family literacy environments. Participants were enrolled in a summer program designed for gifted and talented students. Survey instruments used were "Concepts about Print" and "Elementary Reading Attitudes Survey"; one parent (or guardian) was asked to complete a literacy survey for each child. Analysis of the data indicated that students' performance on the two survey instruments did not correlate, though the students' scores exhibited a relatively high correlation between academic and recreational reading attitudes. The family literacy survey revealed that as children get older, they have fewer adult reading models within their home environments. The findings of the study reinforce the importance of parent education and intergenerational programs which recognize that parents are their children's first teachers and can play major roles in facilitating their children's literacy development. Also, teacher educators have a responsibility to increase preservice and inservice teachers' knowledge bases regarding how young children acquire print concepts and form attitudes toward reading. (Contains 8 tables and 31 references.) (ND)
Descriptors: Beginning Reading, Concept Formation, Early Reading, Educational Environment, Emergent Literacy, Family Environment, Family Literacy, Intergenerational Programs, Models, Parent Influence, Parents as Teachers, Primary Education, Reading Attitudes, Reading Instruction, Recreational Reading
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A