The Effectiveness of Family Literacy Programmes

Topping, Keith J.; Wolfendale, Sheila

doi:10.1111/j.1467-9345.1995.tb00157.x

Cited by 11 publications

(11 citation statements)

References 16 publications

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“…The literacy experienced by children in their homes is functional, meaningful, authentic, and embedded in everyday activities (e.g., Hiebert, 1986;Morrow, 1994;Topping & Wolfendale, 1995). Through active engagement, exploration, and experimentation, children begin forming concepts about the nature and patterns of written language.…”

Section: Introductionmentioning

confidence: 99%

The Emergence of Writing: Children?s Writing During the Pre-Alphabetic Spelling Phase

Stellakis

Kondyli

2004

L1-Educ Stud Lang Lit

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Learning to read and write constitutes a central part of becoming literate. From an emergent literacy perspective, learning to write starts during the first years of a child's life, fostered by experiences that permit and promote meaningful interaction with oral and written language. Data from a research study that took place in 11 pre-primary education classes in the region of Achaia, Greece, is reported. The early children's attempts to write are in the center of this paper. Written samples by 172 pupils (aged 47-71 months), who were in the pre-alphabetic spelling phase, the period preceding the phonographic or conventional spelling, are analyzed. During this phase, even though the children have not yet discovered the letter sound correspondence, they demonstrate a great amount of knowledge of what is written language, how it works and what are its purposes. The results of the study suggest that reading and writing development is a strictly interrelated process and pre-school education reinforces literacy by creating context of decontextualized language use. The educational implications of the findings are also discussed. The main argument is that kindergarten education could significantly help the development of early literacy, but it is important to adopt an approach that starts from what children know and gives them opportunities to communicate by writing.KEY WORDS: emergent writing and reading, kindergarten education, prealphabetic phase of writing L1 -Educational Studies in Language and Literature 4: 129-150, 2004.

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Section: Introductionmentioning

confidence: 99%

The Emergence of Writing: Children?s Writing During the Pre-Alphabetic Spelling Phase

Stellakis

Kondyli

2004

L1-Educ Stud Lang Lit

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“…In the words of Topping (1996) family literacy "is not something that is done to families. It is something done with families to give them greater adaptive control over their own future as literacy demands are constantly increasing" (p. 149).…”

Section: Resultsmentioning

confidence: 99%

“…Defining family literacy is difficult as the term 'family literacy' embraces more than the amalgamation of the concepts of 'family' and 'literacy' (Topping & Wolfendale, 1995). In terms of defining literacy in the 21st century, the wide range of literacy skills used in the community and the rapidly changing context in which these skills are learnt and used, combined with the social and political environment of the literacy learner all add to the complexity of definition.…”

Section: Family Literacymentioning

confidence: 99%

Constructing a family literacy program: Challenges and successes

Jay¹,

Rohl

2005

IJEC

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This paper describes a family literacy project that involved parents whose children were attending a pre-school centre in a low socio-economic suburb of Perth, Western Australia. A formative experimental design was used to examine the home literacy practices of the families as described by the parents, and to construct a series of workshops. The parents described a range of literacy practices that took place in their homes; the workshop series aimed to value and build on these practices and the parents’ prior knowledge of children’s literacy development. After some initial difficulties, the parents and the teacher/researcher jointly constructed the workshop topics, which included early literacy development, viewing and computer practices, personal, reading and reading to children. At the end of the program the parents reported that they had gained new knowledge, had become more aware of the literacy practices of their homes and how these might influence their children’s literacy development, and had experienced some change of behaviour. Factors that appeared to facilitate the program and some of the difficulties encountered are identified and discussed

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“…The literacy experienced by children in their homes is functional, meaningful, authentic and embedded in everyday activities (e.g. Hiebert, 1986;Morrow, 1994;Topping & Wolfendale, 1995;Whitehurst & Lonigan, 2001). Through active engagement, exploration and experimentation, children begin forming concepts about the nature and patterns of written language, thus emphasizing the role of the adult (parent, teacher) in fostering the child's development of the literacy process, rather than helping the child get the ''right'' answer, as presented by emergent literacy.…”

Section: Emergent Literacymentioning

confidence: 98%

Contexts For Learning To Be Literate: Some Evidence From Greek Pre-Primary Education Setting

Kondyli

Stellakis

2005

L1-Educ Stud Lang Lit

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The purpose of this article is to investigate two interconnected facets of literacy development and more specifically the interplay between reading and writing development. Given the rather poor literacy practices in Greek pre-primary education, our intervention during ''reading-writing workshops'' (engagement of children in meaningful literacy activities as socially situated written texts) showed that changes towards literate practices occurred in both age groups (4-5 and 5-6 years old) under investigation. Significant differences in literate performances have also been found between second year pupils who had attended first year class and those who had not.We discuss the contribution of pre-primary education to the development of literacy, as well as some educational implications concerning the Greek pre-primary school.KEY WORDS: emergent literacy, greek importance of schooling to early literacy development, pre-primary education, reading/writing interplay L1 -Educational Studies in Language and Literature (2005) 5: 3-21 Ó Springer 2005

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The Effectiveness of Family Literacy Programmes

Cited by 11 publications

References 16 publications

The Emergence of Writing: Children?s Writing During the Pre-Alphabetic Spelling Phase

The Emergence of Writing: Children?s Writing During the Pre-Alphabetic Spelling Phase

Constructing a family literacy program: Challenges and successes

Contexts For Learning To Be Literate: Some Evidence From Greek Pre-Primary Education Setting

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