Journal ArticleDOI
Mothers' Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing.
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TLDR
The authors found that one group of mothers held implicit theories that resembled whole language models of literacy instruction, while a smaller group had more varied and idiosyncratic beliefs about early reading instruction and children's emergent literacy skills.Abstract:
Subjects in this exploratory study were 19 five‐ to six‐year‐old children and their mothers. Mothers completed surveys of family literacy practices and beliefs about early reading Instruction and children's emergent literacy skills were assessed. Results showed that one group of mothers held implicit theories that resembled whole language models of literacy Instruction. A second group of mothers held views that resembled a phonics orientation, while a smaller group of mothers had more varied and idiosyncratic beliefs. Mothers’ implicit theories were associated with their modeling of literacy behaviors, helping their children write, and with their children's independent exploration of writing and current levels of literacy skill. Results point to the importance of parents’ implicit developmental theories and the heed to understand how parental belief systems affect the roles that families play in literacy acquisition.read more
Citations
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Journal ArticleDOI
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds
TL;DR: The authors investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start and found that parent-child reading interaction and child reading interest were significantly related to children's early literacy skills.
Journal ArticleDOI
Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills
TL;DR: In this paper, the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool-aged children's literacy and language development were examined, finding that parent literacy habits were positively associated with parental reading beliefs.
Journal ArticleDOI
Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development:
TL;DR: This paper examined mothers' beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and other aspects in the home environment.
Journal ArticleDOI
Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development
TL;DR: This article examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother-child book-reading interactions, and children's development of early literacy skills.
Journal ArticleDOI
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions
TL;DR: This article investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared reading interactions for 45 Appalachian families, and found that children with more educated mothers were significantly better than those of children with less educated mothers.
References
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Journal ArticleDOI
Beginning to read : thinking and learning about print
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Book
Ways with Words: Language, Life and Work in Communities and Classrooms
TL;DR: In this article, the piedmont: textile mills and times of change, and the teaching of how to talk in Trackton and Roadville, are discussed, as well as the teachers as learners and the townspeople.
Journal ArticleDOI
Ways with Words: Language, Life and Work in Communities and Classrooms
TL;DR: In this article, the piedmont: textile mills and times of change, and the teaching of how to talk in Trackton and Roadville, are discussed, as well as the teachers as learners and the townspeople.
National Association for the Education of Young Children
Anne Dorsey,Stacie G. Goffin,Marcy Guddemi,Beverly Gulley,Michael Kalinowski,Steven Silvern,Bill Dixon +6 more
TL;DR: In this paper, the alignment of course competencies to Arizona Professional Teacher Standards, NAEYC Standards, and CEC Standards is discussed, along with a review and evaluation of the teacher's overall performance.
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