Home Literacy of Dual-Language Learners in Kindergarten From Low-SES Backgrounds

Wood, Carla; Fitton, Lisa; Rodriguez, Estrella

doi:10.1177/2332858418769613

Cited by 8 publications

(4 citation statements)

References 51 publications

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“…This is the case of School 2, whose parents seemed to be more involved in the literacy practices developed at home in English. This coincides with results presented by Hannon (1995), Harris, et al (2007, Wood et al (2018) and Wiescholek et al (2018). In addition, it may be possible to agree with Alston-Abel & Berninger (2018) who said that home literacy practices correlate with a good achievement of school literacy which, in some way, relates to the idea that parents and children should work in collaboration; and with Datta (2007) who also talks about the benefits of adult guidance in the early literacy process.…”

Section: Discussionsupporting

confidence: 85%

“…The literacy environment is directly related to the frequency that children have a look at books at home (Wiescholek, Hilkenmeier, Greiner & Buhl, 2018). Thus, home literacy activities can significantly correlate with higher achievement in school literacy (Alston-Abel & Berninger, 2018;Wood, Fitton & Rodríguez, 2018) and, as Hannon (1995) states, -the key is to involve parents more in the teaching of literacy-(p. 1). So, in order to provide proper early language acquisition, families should be a model to follow, a positive attitude towards reading should be encouraged, parents should read to children every day, families should collaborate with schools, and they should have adequate books related to children's needs and interests (González Álvarez, 2003).…”

Section: The Influence Of Learning Environments On Children's Literac...mentioning

confidence: 99%

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The relationship of home and instructional environments to L2 literacy development

Rendón-Romero

Navarro-Pablo

Jiménez

2023

RAE

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Home and instructional learning environments can influence children’s literacy development in English as a Foreign Language. The main objectives of this research are 1) to determine the influence of school and home elements on children’s literacy process and 2) to identify reading practices and English tasks carried out at home. The research counted with the participation of 142 pupils and their families belonging to two different bilingual schools from Seville, Spain. This study followed an ex post facto design with natural groups in which quantitative data were collected through questionnaires to families and qualitative data through observations of pupils. Data were analysed through the Mann-Whitney U test and discriminant analysis. Results show that the frequency of reading in front of children, the mothers’ help with English tasks at home, and a certain amount of extramural English influenced the literacy process. Furthermore, the study identified significant differences between the two schools in relation to literacy practices at home and parental involvement in schoolwork. The results obtained present relevant implications in promoting family training and involvement and engaging in interactive collaborations with the school.

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Section: Discussionsupporting

confidence: 85%

Section: The Influence Of Learning Environments On Children's Literac...mentioning

confidence: 99%

The relationship of home and instructional environments to L2 literacy development

Rendón-Romero

Navarro-Pablo

Jiménez

2023

RAE

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“…Such an ecology would recenter families as powerful contributors to their child's education (Zambrana et al, 2019). Teachers would recognize and value the cultural literacy practices of bi/multilingual families, involve families in program creation, and design reading activities that are both meaningful and effective (Gaitan, 2012; Wood et al, 2018). This includes opportunities for all family members to participate and take a translanguaging literacy stance (García, 2020).…”

Section: Recentering the Ecology Of Family Literacy Partnershipsmentioning

confidence: 99%

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

Moody¹,

Matthews²

2022

The Reading Teacher

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Integrating wordless picture books allows bi/multilingual families to demonstrate their rich storytelling and reading competence. …when you read a book with words, you're just reading what the author put…but when you see a picture book like Bluebird, I guess you can kind of make your own story of what was happening. (Jose, Parent Interview)amily engagement is a critical component of emergent literacy development (Swain & Cara, 2019), and thus schools take myriad approaches to ensure that bi/multilingual families have the tools to support home literacy. One approach that has been largely overlooked is shared reading with wordless picture books. As Jose (all names are pseudonyms) noted, these books create a new family literacy ecology by allowing all members to become active participants in constructing the plot, setting, and characters. This may be particularly salient for schools seeking to develop literacy partnerships with bi/multilingual families. These families have rich semiotic resources that are often overlooked due to English language and literacy proficiency or a lack of familiarity with generic reading practices in the United States (US) (García & Kleifgen, 2020;Jensen, 2021;Lizárraga & Gutiérrez, 2018). Because they often do not have access to texts typically used in schools, wordless picture books may provide a more inviting approach to literacy that capitalizes on bi/multilingual families' meaning-making resources (García, 2020) and fosters a reciprocal literacy partnership between teachers and families.Drawing from the literature on family engagement, language practices, and shared readings, we showcase how bi/multilingual families in our study engaged in communal storytelling through employing their meaningmaking resources and rich linguistic repertoires. We conclude with implications for how wordless picture books can foster school-home partnerships with bi/ multilingual families.

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“…Clear Cause and Effect: Examined whether precursors were associated with outcomes; Specified adequate language and demographic background information, including AoA and/or language proficiency, and SES (see Data Items). This is because type of bilingual experience and SES influence emergent literacy skills (Meir & Armon-Lotem, 2017;Wood et al, 2018).…”

Section: Critical Appraisal Of Studiesmentioning

confidence: 99%

Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Bhalloo

Molnar

2021

Preprint

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Several literacy precursors have been identified in monolingual English-speaking children; however, it is unclear whether the same precursors are also associated with literacy development in bilingual children. Purpose: We examine whether in simultaneous bilingual children: (i) code-related, oral-language, and domain-general cognitive literacy precursors have been utilized, similar to monolingual children; (ii) other types of precursors have been identified; (iii) code-related, oral-language, domain-general cognitive, or other types of literacy precursors are associated with word/non-word and/or text-level reading skills; in (a) one or (b) both spoken languages; (iv) the type of literacy outcome measure, and (v) language background measure influence performance on emergent literacy skills. Method: We examined reported statistical associations, between a given literacy precursor and outcome measure, and conducted a meta-analysis examining specific code-related and oral-language precursors in relation to word/non-word reading and/or text reading comprehension. Results: Apart from semantic awareness, all code-related, oral-language, domain-general cognitive and eight additional identified precursors were significantly associated with reading in simultaneous bilinguals. However, these precursors were predominantly assessed only in English, or English in addition to a heritage language. Phonological awareness and vocabulary emerged as commonly-assessed precursors consistently associated with reading. Conclusions: Particularly, these code-related and oral-language skills may be used as precursor screening tools in simultaneous bilinguals, across heritage and societal languages. Future research should develop language-specific precursor screening tools and investigate the reliability of non-linguistic precursors, to address the evident English assessment bias and support biliteracy development across spoken languages.

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Home Literacy of Dual-Language Learners in Kindergarten From Low-SES Backgrounds

Cited by 8 publications

References 51 publications

The relationship of home and instructional environments to L2 literacy development

The relationship of home and instructional environments to L2 literacy development

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

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