Involvement In Literacy Activities Research Articles

Factors influencing communication between parents and early childhood educators in multilingual Luxembourg

The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented communication between parents and educators, and (2) to showcase a dynamic interplay between these factors in practice through observations and interviews. To address the first aim, we conducted two regression analyses, one involving parents (N = 323) and the other educators (N = 289). The analysis with parents showed that the most significant factor that influenced goal-oriented communication was parent satisfaction, while for educators it was educators’ professional attitudes towards parents and parent involvement. Furthermore, the results from interviews and observations of parent involvement in literacy activities in two multilingual centres showed that these factors are closely linked. When educators have positive attitudes, they will communicate more frequently and purposefully, and offer opportunities for parents to be involved, which will then lead to parent satisfaction. This study has important implications for policymakers, practitioners, and parents especially in multilingual contexts.

Upaya Guru Dalam Meningkatkan Budaya Literasi Siswa Di MI Ma'arif NU Manbaur Rohmah Gresik

This study aims to determine literacy activities, obstacles, and efforts made by schools in increasing elementary school students' interest in reading. This study used a descriptive qualitative method with interview and observation data collection techniques. The results of the study show that 2 factors influence literacy culture, namely inhibiting factors and supporting factors. Inhibiting factors include students' lack of interest in reading, the influence of gadgets due to increasingly sophisticated technological developments, lack of awareness from students, and lack of parental involvement in literacy activities. Supporting factors from parents, teachers, and facilities and infrastructure. Efforts made by the teacher in improving literacy culture are making class libraries or reading corners, moving class activities used for literacy once a week, muhadhoro activities which are carried out once a month on the last Friday of the week where children display creations such as speeches and sholawat, Providing tiered pin rewards starting from beetle pins to lions, Providing a representative library and providing 70% fiction books (story books) and 30% non-fiction books.

Menanamkan Karakter Gemar Membaca pada Anak Melalui Gerakan Literasi Sekolah (GLS) di SD Negeri 131 Kota Jambi

Introduction. Based on the results of the TIMSS and PIRLS survey obtained that the literacy ability of Indonesian students is in a state of concern, so one of the efforts made by the Indonesian government through the Ministry of Education and Culture is by issating the School Literacy Movement (GLS). The School Literacy Movement is an effort made thoroughly to make the school as a learning organization whose citizens are literate throughout life through public involvement. The lack of awareness of students to read results in the urgency of literacy needing to be instilled from elementary school age.
 Research Method. This study used descriptive qualitative methods with the determination of the subject purposive sampling.
 Result and Discussion. The results showed that SD Negeri 131 Kota Jambi has a GLS strategy in instilling reading character that is done through three (3) stages, namely the habituation stage, development and learning stages. At the habituation stage to familiarize children to read without a bill, the development stage to form reading interests with non-academic bills and the learning stage with academic bills. The impact of GLS strategy in instilling the character of reading in students in State Elementary School 131 can be said that GLS activities begin to instill a favorite or penchant for reading seen from the feeling of pleasure to read, the need for students to read, the desire to always read, the act of finding reading and follow-up. Supporting factors in the implementation of GLS are the active role of all school residents, educator training, the role of parents of students in the form of book donation and involvement in literacy activities and support from outside parties, namely Tanoto foundation, mobile library and student participation in the Evergreen Reading House program. An inhibitory factor is the absence of a dedicated space for libraries as well as different students' reading interests. Efforts to overcome these obstacles are to make a corner of the library as a temporary replacement for the library and make reading angles in each class and the need for commitment of all parties in running literacy programs.

Using different art forms to investigate the impact on children’s involvement in literacy activities

ABSTRACTMuch of the research into factors that affect children’s school performance has focused on parental involvement rather than the nature of children’s activities undertaken in school. More research is therefore needed to examine the kinds of activities that affect performance and, in particular, whether the degree of involvement children experience in those activities can affect school performance. Children in free play often choose to be involved in arts activities so the arts could be considered as a promising approach. The purpose of this paper is to investigate the effects of ‘Play and Learn through the Arts’ programme on children’s involvement during literacy activities in five- to six-year-old children. It was examined if the arts in general or a specific art form could contribute more to children’s involvement in literacy activities. Children from four different settings participated in this study. To measure the outcome of the intervention the LIS-YC was used and items such as children’s concentration, persistence and precision were measured. The findings were analysed using a mixed method approach and showed significant benefits in all the items in children’s levels of involvement in the arts group over the control group and no difference in effects among the different art forms.

Achieving the International Benchmarks for Adult Literacy in Nigeria : Post 2015 Challenges and Prospects

The story of Adult education in Nigeria is not complete without the activities of itinerant Islamic scholars and traders dating as far back as the 14th century. The Methodist mission, the Church Missionary Society (C.M.S) and other Christian churches pioneered what can be termed as “modern literacy” in Nigeria. The major difference between the activities of Islamic missionaries and Christian missionaries is the acceptance of western education in the south and its rejection in the north. Despite this early involvement in literacy activities, illiteracy still persists in Nigeria. Literacy developments efforts in Nigeria include collaboration with UNESCO in the establishment of an Adult Literacy Institute in Ibadan. In 1965, the University of Ibadan started the training of professional adult educators. Other initiatives include pre-primary education, primary education, the first three years of secondary education (JSS), and literacy for adolescents, adults and women’s education. To help improve literacy development situation, the International Community on Education has put forward a 12 points benchmark on literacy delivery. With the current rate of illiteracy and the fact that the deadline of 2015 which was earlier scheduled for halving the illiterates population could not be met, the credibility of the government activities, most especially in the area of funding, commitment, programmes, strategies and the institutions established on the success or otherwise on the benchmarks as far as Nigeria is concerned has been called into question. Using relevant literature on the topic and personal experience of the researcher, this paper is written, to access Nigeria’s performance in the realization of these benchmarks. However, it established the problems and offers possible recommendations that if applied, would put the country on track again as post 2015 literacy development strategy.

The relationship between parental literacy involvement, socio-economic status and reading literacy

In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in literacy activities (before primary school) and an increasing level of reading literacy and parental education. Students with a lower SES also have lower reading literacy and reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in literacy activities is an adjustment for worse or better reading literacy during primary school.

The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed.

Depth of lexical knowledge among bilingual children: the impact of schooling

The majority of studies examining the language and literacy skills of second generation immigrant bilingual children have focused on the breadth of lexical knowledge in populations with a low level of involvement in literacy activities. This study extends previous work in three ways. First, we focused on a sample of second generation immigrant bilingual children from favorable socio-cultural backgrounds. Second, we examined whether these children show lexical knowledge gaps in their second language on various measures of breadth and depth, as compared to their monolingual peers. Finally, we asked whether this gap tends to increase, remain stable, or decrease with formal schooling. Bilingual (n = 70) and monolingual (n = 55) children between the ages of 7 and 8 years were evaluated on measures of depth and breadth of lexical knowledge in the second language of the bilingual group. Both groups were tested twice: at the beginning of second grade and at the beginning of third grade. The findings indicate a significant gap between the target groups with respect to most measures of both depth and breadth at the beginning of second grade. However, after a year of schooling, the bilingual children showed significant progress in their lexical knowledge in their second language. The discussion addresses theoretical and clinical implications of these findings.

The Use of Audio Prompting to Assist Mothers with Limited English Proficiency in Tutoring their Pre-Kindergarten Children on English Vocabulary

Parents with Limited English Proficiency (LEP) may find it difficult to become involved in their children's education due to their lack of English proficiency. The present study examined the effects of using audio prompting to assist mothers with LEP in teaching their preschool children English vocabulary. Mothers were trained to tutor their children using a Talking Photo Album. The Talking Photo Album used audio prompting that can support a naive tutor. In this study, the mother with LEP received necessary assistance in providing accurate English object names and feedback to her child. Results of the study indicate that all participant mothers and children made substantial gains in naming objects, and children successfully generalized from pictures of objects to authentic or three dimensional representatives of the objects. P arent involvement is a critical component of preschool children's success in school. Several investigations have demonstrated that parent support is an important factor in the development of school readiness, including early literacy skills, in preschool children (Benne�, Weigel, & Martin, 2002; Parker, Boak, Griffin, Ripple, & Peay, 1999; Rush, 1999). These studies examined the effects of the family literacy environment, quality of parent-child interactions, and parent involvement in literacy activities with their preschool child on various school readiness indicators. Parent tutoring is one way of involving parents in supporting children's acquisition of academic skills. Results of several investiga- tions have shown the overall positive impact of parent tutoring on academic achievement. Parent tutoring has been shown to be effective in the areas of reading (Fiala & Sheridan, 2003; Hook & DuPaul, 1999; Thurston & Dasta, 1990), math (Thurston & Dasta, 1990), and spell- ing (Thurston & Dasta, 1990). According to a meta-analysis completed

Why Urban Parents Resist Involvement in Their Children’s Elementary Education

We examined the perceptions of teachers and parents about family involvement in urban schools. The study generated from several others that we have been conducting about teaching in high poverty, urban schools. Using focus groups, our purpose was to learn how we could better prepare teachers for urban schools. The data revealed that teachers are frustrated with a lack of parental involvement in literacy activities at home and at school. Parents, however, expressed distrust toward the local elementary school because they felt the faculty has been biased against African American and Latino children and their families. Consequently, the parents said they deliberately decided not to participate in school activities. Parents explained they would only work with teachers who respected and valued their children. Results of our study point to the importance of helping new teachers learn strategies for developing strong trusting relationships and effective communication strategies when working with urban families.

A Model for Involvement of Fathers in Literacy Development with Young At-Risk and Exceptional Children.

Early involvement in literacy activities can provide many benefits for at-risk and exceptional children and their fathers. These benefits include development of children's reading and writing skills, increased bonding, and positive self-esteem of fathers. Early childhood professionals can foster male involvement by describing benefits, suggesting appropriate activities, materials and expectations, and by providing ongoing feedback. A model for getting fathers involved in literacy activities with their young at risk and exceptional children is described. The four major approaches in this model are early social interaction, reading books, incidental preliteracy activities, and school involvement.

Parental involvement in emergent literacy skills of urban Head Start children

The purpose of this study was two‐fold: to determine what parents of urban Head Start children are doing to help their children establish emergent literacy skills; and the role of the public library in their lives. Nine mothers were interviewed using a standardized open‐ended interview method and participants were audiotaped. Transcriptions and field notes were analyzed thematically. Results showed differences in the amount of parental involvement in literacy activities and the types of activities. Particularly interesting was the amount of involvement by mothers living in unsafe areas or under stressful conditions. Few mothers engaged their children in oral discourse and little effort was made to encourage children in writing or drawing except for academic skills. Mothers did feel that reading to their children was important and most felt children learned to read or write by mimicking them. Public library use was minimal due to the fear of damaging books, transportation problems, or a lack of time or effort. Complaints ranged from the need for regularly scheduled programs to the “drab” appearance of the library. Suggestions for improvement included home delivery of books and workshops for Head Start parents and staff on the importance of reading and sharing books with young children.