Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were ra...

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Detalles Bibliográficos
Autor: Querejeta, Maira
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2010
País:Argentina
Institución:Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educación
Repositorio:Memoria Académica (UNLP-FAHCE)
Idioma:inglés
OAI Identifier:oai:memoria.fahce.unlp.edu.ar:snrd:Jpr4764
Acceso en línea:https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764
Access Level:acceso abierto
Palabra clave:Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
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spelling Society, family and learning. The role of home literacy environmentsQuerejeta, MairaPsicologíaFamiliaSociedadAprendizajeAlfabetizaciónPobrezaHome literacyEarly literacyPovertyThis paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.Fil: Querejeta, Maira. Universidad Nacional de La Plata. Facultad de Psicología; Argentina.2010info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articulotext/htmlapplication/pdfhttps://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdfhttps://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764Orientación y Sociedad, 10, 153-166. (2010)reponame:Memoria Académica (UNLP-FAHCE)instname:Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educaciónenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/2024-05-15T11:35:26Zoai:memoria.fahce.unlp.edu.ar:snrd:Jpr4764instacron:UNLP-FAHCEInstitucionalhttp://www.memoria.fahce.unlp.edu.ar/Universidad públicaNo correspondehttp://www.memoria.fahce.unlp.edu.ar/oaiserver.cgi?verb=Identifymfushimi@fahce.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13412024-05-15 11:35:27.474Memoria Académica (UNLP-FAHCE) - Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educaciónfalse
dc.title.none.fl_str_mv Society, family and learning. The role of home literacy environments
title Society, family and learning. The role of home literacy environments
spellingShingle Society, family and learning. The role of home literacy environments
Querejeta, Maira
Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
title_short Society, family and learning. The role of home literacy environments
title_full Society, family and learning. The role of home literacy environments
title_fullStr Society, family and learning. The role of home literacy environments
title_full_unstemmed Society, family and learning. The role of home literacy environments
title_sort Society, family and learning. The role of home literacy environments
dc.creator.none.fl_str_mv Querejeta, Maira
author Querejeta, Maira
author_facet Querejeta, Maira
author_role author
dc.subject.none.fl_str_mv Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
topic Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
description This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
publishDate 2010
dc.date.none.fl_str_mv 2010
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764
url https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv text/html
application/pdf
dc.source.none.fl_str_mv Orientación y Sociedad, 10, 153-166. (2010)
reponame:Memoria Académica (UNLP-FAHCE)
instname:Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educación
instname_str Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educación
reponame_str Memoria Académica (UNLP-FAHCE)
collection Memoria Académica (UNLP-FAHCE)
repository.name.fl_str_mv Memoria Académica (UNLP-FAHCE) - Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educación
repository.mail.fl_str_mv mfushimi@fahce.unlp.edu.ar
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