Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents' knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.
Etude longitudinale des premit?res experiences de lecture-kcriture d la maison et du dkveloppement ultkrieur de la lecture-kcriture d la maison et d l'kcoleCe texte est relatif au dkveloppment des moyens de prkvoir quels sont les enfants susceptibles de mener a bien leur entrke dans l'kcrit A l'kcole. I1 se propose de rtpliquer et d'klargir la recherche antkrieure relative aux caractkristiques prkdictives des premihes expkriences de lecture-kcriture.L'ktude a examink les expkriences en lecture-kcriture et les acquisitions de quarante deux enfants de 3, 5 , et 7 ans, ayant tous eu a un certain moment la mCme 0 United Kingdom Reading Association 1996. Published by Blackwell Publishers, significatifs on note le fait d'avoir un livre favori A 3 ans (facteur non rapporti jusqu'ici dans les autres recherches); la connaissance des lettres et la lecture faite A la maison par les parents A 5 ans; et, A 7 ans, l'acds 5 un ordinateur familial, et la connaissance par les parents de l'enseignement de la lecture effectue A 1'Ccole. Les enfants ayant des difficultes de lecture-Ccriture posskdaient moins de livres, avaient une moindre probabilite de lire d'eux-memes ainsi que leurs parents, et en gCntral Ctaient moins soutenus en lecture-kcriture A la maison. On sugghre que les efforts pour aider les enfants A aimer les livres A un 2ge prtcoce A la maison, et plus de communication parents-maitre A propos de la lecture-bcriture, devraient avoir des effets positifs sur le dkveloppement de la lecture-Ccriture des enfants. Les rksultats de cette recherche soulignent I'importance des facteurs familiaux pour le dheloppement de la lecture-Ccriture des enfants.
With the advent of the National Curriculum and other centralised initiatives creating pressure for narrowly skills-focused forms of professional development, the need to make explicit the merits of an alternative model, that enables teachers to be reflective and analytic as an intrinsic part of their professional development becomes all the more urgent. The study reported here outlines the experiences of 14 students who made up the first cohort to complete a Masters Degree in literacy by distance learning. It examines why they chose the particular course and the impact of it on their professional development, their careers and their working practices. It investigates the problems involved in studying through distance learning particularly regarding access to relevant materials. The study points to the need for on-going research into how HE courses and INSET can adapt effectively to changing needs in changing times.
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