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ERIC Number: ED435466
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development.
Baker, Linda; Sonnenschein, Susan; Serpell, Robert
This report details a 5-year study comparing family literacy practices of families from preschool to Grade 3 with recommendations from the position statement of the National Association for the Education of Young Children and the International Reading Association (NAEYC-IRA). Participating were African- and European-American families of children attending Baltimore public schools. At the end of 5 years, the sample totaled about 54 families. Data were collected through yearly parent interviews regarding literacy-related beliefs and practices, periodic observations of parent-child literacy interactions, a week-long parent diary detailing their child's everyday experiences, and yearly testing of children on literacy tasks. Recommendations for parental practices and emerging literacy include: (1) engage in shared book reading; (2) provide frequent and varied oral language experiences; (3) encourage self-initiated print interactions; (4) visit the library regularly; (5) demonstrate the value of literacy in everyday life; (6) promote reading motivation; (7) foster pride and self- efficacy in reading; and (8) communicate with teachers and be involved in school. The report concludes that there is evidence that parents from diverse sociocultural backgrounds do follow the NAEYC-IRA guidelines. However, the report also notes that the guidelines do not give advice for what parents ought not do, for example, using drill and practice to develop reading abilities. Appendices include 9 tables that detail family practices recommended in the NAEYC/IRA Position Statement. (Contains 14 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Reading Research Center, College Park, MD.; National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: N/A