Examining Differential Effects of a Family Literacy Program on Language and Literacy Growth of English Language Learners With Varying Vocabularies

O’Brien, Lisa M.; Paratore, Jeanne R.; Leighton, Christine M.; Cassano, Christina M.; Krol-Sinclair, Barbara; Green, Jennifer

doi:10.1177/1086296x14552180

Cited by 9 publications

(2 citation statements)

References 41 publications

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“…However, L2 gains do not have to be at odds with L1 maintenance. Families can be supported in maintaining their L1 through community and educational programs (O’Brien et al, 2014). Additionally, interventions can target and enhance the development of L1 and L2 language and literacy skills in all learners.…”

Section: Societal/contextual Factors Related To L1 and L2 Word Readingmentioning

confidence: 99%

Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

Gottardo¹,

Chen²,

Huo³

2021

Reading Research Quarterly

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Research has shown that language and literacy skills in a first language (L1) are related to performance in a second language (L2) and that these relations are reciprocal. However, cross‐linguistic skills related to word reading are influenced by numerous factors. These include linguistic factors such as the specific language and literacy skills being examined and the languages being compared. They also include societal/contextual factors, such as the linguistic and educational contexts where learners reside. Specifically, contextual factors include the use of the L1 and L2 in the curriculum (e.g., immersion, dual language, heritage language, available supports), teaching methods, and whether the L1 and L2 are societal languages. Research based on the science of reading for bilinguals has shown that phonological awareness is highly related across languages, whereas other language skills have shown differential levels of relations to reading. Word‐reading skills are also related, but these relations are more complex and are due to linguistic factors such as script and linguistic typology and societal/contextual factors, such as instruction and exposure to each language, which are consistent with various theories. Consideration of a wider range of L1s and L2s and specific contextual/societal factors should be included more systematically. Additionally, learner experiences and specific L1 and L2 variables should be considered in educational decisions.

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Section: Societal/contextual Factors Related To L1 and L2 Word Readingmentioning

confidence: 99%

Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

Gottardo¹,

Chen²,

Huo³

2021

Reading Research Quarterly

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“…Evidence from research has shown parental engagement in children's learning is critical to student success (Fan and Chen, 2001;Desforges and Abouchaar, 2003;Jeynes, 2005Jeynes, , 2007Jeynes, , 2012O' Brien et al, 2014;Purcell-Gates et al, 2014). O' Brien et al (2014) found that children whose parents participated in intervention programmes experienced substantial growth in language and literacy. These findings support the idea that parents are the best partners to close achievement gaps (Goodall, 2017).…”

Section: Literature Review Parental Engagement With Children's Learningmentioning

confidence: 99%

Parents’ Acceptance of Educational Technology: Lessons From Around the World

2021

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One of the long-term lessons from the school closures due to the global pandemic COVID 19, is that technology and parental engagement are the best levers to access education so as to bridge the achievement gap between socially disadvantaged children and their peers. However, using technology is not as simple as bringing equipment into the school and home and initiating its usage; these are just the first steps into a more complex and ambitious achievement of using technology as a catalyst for a shift toward new learning models in remote and hybrid settings. A theoretical framework based on the theory of acceptance and use of technology and social cognitive learning theory was used to analyse data from a survey completed by 4,600 parents from 19 countries during the national lockdowns in 2020. Regression models and thematic analysis of open-ended responses were employed to identify factors that contribute to parental acceptance and use of technology in support of their children’s learning. Our results show that parents are more engaged in children’s learning when well-structured technological tools are provided or suggested by schools, and when parents are socially influenced by the opinions of other parents, teachers, children, the general public, relatives, etc. Conversely, they are less engaged when they perceive the technological tools to be challenging and beyond their knowledge or skills. The study’s findings have practical implications for governments and school leaders, who need to be aware of the factors likely to determine the use of technology at home and take action to meet parents’ needs when using technology to support learning.

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Family Literacy

Gadsden¹

2017

Literacies and Language Education

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Examining Differential Effects of a Family Literacy Program on Language and Literacy Growth of English Language Learners With Varying Vocabularies

Cited by 9 publications

References 41 publications

Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

Parents’ Acceptance of Educational Technology: Lessons From Around the World

Family Literacy

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