Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Family involvement with children's learning experiences has been thought to contribute to their success or failure in learning to read. There are many ways families can nurture children's literacy such as making printed materials available, reading aloud to children, providing writing materials, and responding to children's reading and writing activities {Teale & Sulzby, 1986). Such experiences not only foster children's literacy but also provide a bridge to their school involvement. Children who are not successful readers in school often have not been exposed to reading and writing at home (Heath, 1980). It is especially important then, that schools reach out to at-risk families (e.g., economically disadvantaged, single parents, those with crowded schedules, working parents, those having involvement with alcohol or drugs and those in which language is not used to create meaning). Teachers need to recognize the many facets of family life that hinder the emergence of literacy but also the value of empowerment in order for at-risk families to take control over their lives and their children's learning. Schools need to see the significance of collaboration between families, teachers, and the community (Liontas, 1992).
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Jeanne McLain Harms
Date Original
1995
Object Description
1 PDF file (47 leaves)
Copyright
©1995 Julie W. McClure
Language
en
File Format
application/pdf
Recommended Citation
McClure, Julie W., "Family reading and emerging literacy" (1995). Graduate Research Papers. 2879.
https://scholarworks.uni.edu/grp/2879
Comments
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