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ERIC Number: EJ825368
Record Type: Journal
Publication Date: 2009-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0300-4430
How Accurate Can Mothers and Teachers Be regarding Children's Emergent Literacy Development? A Comparison between Mothers with High and Low Education
Korat, Ofra
Early Child Development and Care, v179 n1 p27-41 Jan 2009
The relationship between mothers' and educators' evaluation of 75 children's emergent literacy levels and actual levels were investigated. Two groups of mothers participated: mothers with a low education and mothers with a high education. The children's emergent literacy was measured. The mothers evaluated their own children and 40 teachers evaluated these same children in the same domains. The children of mothers with a high education received higher scores in their actual emergent literacy level than the children of mothers with a low education. Their mothers' and teachers' evaluations were also higher than those in the counter group. The teachers' and mothers' evaluations of the children's levels were higher than the children's actual levels across both groups. No differences were found between the mothers' and the teachers' accuracy in evaluating the children's level or between mothers from the two education groups. Implications of these findings are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel