Literacy Beliefs Research Articles

Reading and Language Beliefs and Practices of Latino/a Children in a Border Colonia

This qualitative study examines the literacy and language beliefs and practices of 28 Latino/a children from Grades 1–7 in a South Texas colonia, or unincorporated area. Instruments included staff surveys and participating children's 24-hr reading logs, interviews, and participant observations. The children had limited access to books, mostly during the summer, and most reported having negative attitudes toward reading. They also showed a preference to read in English rather than in Spanish. Implications of access to printed literacy and the language shift of colonia children to English are also discussed.

가정문해환경, 어머니의 문해신념과 양육효능감이 유아와 어머니의 그림책 읽기 상호작용에 미치는 영향

The purpose of this study was to investigate the effects of the home literacy environment, mother`s literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds` mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother`s literacy beliefs and the mother`s general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother`s efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother`s efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

Toward Systematic Study of the History and Foundations of Literacy

This study of a literacy course begins with methodological approaches useful in the historical study of the literacy profession, its practices, beliefs, and participants. A model course is presented via “moments” in the history of literacy. Results from implementations of the model course are also presented.

Examining teachers' beliefs about and implementation of a balanced literacy framework

While many embrace balanced literacy as a framework for quality literacy instruction, the way in which teachers operationalise the tenets of balanced literacy can vary greatly. In the present study, 581 teachers in the United States completed questionnaires concerning: (a) their beliefs about literacy skills and literacy instructional strategies that are most essential to reading success; and (b) their implementation of balanced literacy instruction in their classrooms. Results reveal that teachers varied in their implementation of reading and writing routines, with teachers reporting participating less frequently in writing activities. Teachers' implementation of balanced literacy routines varied as a function of the grade level they taught, but not additional certifications or years of experience. In addition, teachers' participation in reading and writing routines was related to their literacy beliefs, particularly their belief in the importance of code‐based literacy skills.

Literacy beliefs and practices: diagnoses and interventions that improve mother tongue education

Literacy beliefs and practices: diagnoses and interventions that improve mother tongue education

Emergent literacy beliefs in preschool and kindergarten contexts

This study aims to understand how a group of preschool/kindergarten teachers (N = 340) perceives and accomplishes linguistic and literacy oriented practices. Results show that, in a set of literacy and language tasks, teachers tend to value oral driven tasks and seldom engage in activities that relate to teaching the written language. This profile of educators is a reflection of prevalent views in pre-service teacher education and of some of the most common practices in Portuguese preschool and kindergarten classes (ages 3-6) and suggests that teachers have limited scientific knowledge of emergent literacy concepts. It seems that, despite being promoted to university training in the last 20 years, pre-service education does not yet reflect the state of the art in early childhood education. In a set of in-depth interviews (N = 8) we found a close association between the absence of literacy practices and the absence of pre-service specific knowledge about this subject. Participants that report consistent and regular linguistic and literacy oriented practices seem to perceive pre-service education as critical for their commitment to those practices. On the other hand, older teachers and teachers with lower training levels seem to undervalue specific literacy oriented tasks. The opposite seems to happen with younger and more educated teachers. Overall, our study suggests that the contents of pre-service and in-service education induce specific practices in preschool/kindergarten contexts, but it also suggests that this impact may be limited by socialization effects of dominant professional practices.

문해습득에 대한 어머니와 교사의 신념과 문해활동 비교 분석 연구 - 총체적 언어접근을 중심으로

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

Preschool teachers' beliefs about children's print literacy development

Beliefs have often been considered important because of their relation to practice. Little is known about the literacy beliefs of preschool teachers, particularly their print literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print literacy beliefs of preschool teachers in a large multicultural area of central Canada. Interviews were conducted with eight preschool teachers based on a previous study in Australia. There were five themes that emerged from this research: uncertainty and variation in beliefs about how and when children learn to read and to write; isolation from other preschools and limited access to professional literacy knowledge; the importance of parent involvement in children's literacy development and the need to inform; increased literacy knowledge required; and variation in practices for fostering print literacy development. This study has important implications for preschool teaching as well as for educators of preschool teachers.

Classroom Modeling of Supplemental Literacy Instruction

This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the potential significance regarding professional development became apparent as teachers collaborated with literacy specialists (SLPs) who conducted supplemental literacy activities in the classrooms. Data were collected by interviewing teachers at the end of each year of participation and again two years later. Transcripts were reviewed for relevant themes. Results demonstrate that teachers’ early literacy understanding and practices were influenced by exposure to SEEL as teachers expressed an understanding of key strategies used by the program and made observations of student performance. Implications are discussed regarding the use of supplemental classroom intervention programs as methods of professional development for classroom teachers.

Head Start teachers’ beliefs about language and literacy instruction

Abstract This study investigated the nature of Head Start teachers’ beliefs about early literacy and the teacher background factors that relate to these beliefs. Twenty-eight Head Start teachers were given the Preschool Teacher Literacy Beliefs Questionnaire (TBQ) and a background questionnaire. Reliable belief subscales reflecting code, oral language, book reading, and writing aspects of early literacy, as well as a reliable total literacy beliefs score, emerged from the TBQ. In general, teachers agreed with research-based practices related to oral language and book reading, but more variability was apparent around code-related and writing beliefs. Teacher experience was positively linked to agreement with evidence-based beliefs about oral language. The multidimensional nature of these beliefs, possible reasons for the absence of strong relations to background factors, and directions for future research on preschool teachers’ beliefs are discussed.

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.

Preservice teachers' metaphors of teaching in relation to literacy beliefs

Metaphors are the constructs under which people organize their thinking and from which they plan their actions, including their teaching and work with students. One area of study that has not been investigated is the relationship between preservice teachers' metaphors of teaching across differing academic majors and their content area beliefs. The purpose of this study was to examine preservice elementary and secondary English and foreign language teachers' metaphors and relate their metaphorical images to conceptions of literacy. Specifically, 66 participants completed a questionnaire that solicited their sense of teaching. We employed a type‐case model to analyze the metaphors. Results indicated that the preservice teachers' beliefs could be categorized into nine themes including nurturing and guiding. An association was found between four metaphors and literacy beliefs. We believe the metaphor will continue to be a powerful conceptual means and future research should solicit preservice teachers' metaphors of literacy. Teacher educators may benefit by comparing preservice teachers' metaphors with the program's conceptual framework.

The Beliefs in the Inheritance of Risk Factors for Suicide Scale (Birfss): Further Results on Demographic Correlates, Dimensionality, Reliability, and Validity

Convergent lines of evidence from adoption, family, geographical, immigrant, molecular genetic, surname, and twin studies of suicide point to genetic contributions to risk factors for suicidal behavior. Related mental health literacy (knowledge and beliefs) of professionals and laypersons may, however, lag behind this research progress. The purpose of this study was to further validate the 22-item Beliefs in the Inheritance of Risk Factors for Suicide Scale (BIRFSS), a novel instrument for assessing individuals' beliefs in the genetics of suicide. Data from a general population sample of 159 Austrian adults showed adequate internal scale consistency. Due to deliberate content heterogeneity, the instrument has a subscale structure, but factor analysis of items extracted a dominant first factor. BIRFSS scores were positively related to overall and specific knowledge on suicide facts (convergent validity), whereas unrelated to the Big Five personality dimensions, locus of control, social desirability, and verbal intelligence (discriminant validity). Demographic correlates of BIRFSS scores included respondents' age and religiosity (both positive ones), but not respondents' sex, educational level, or political orientation.

Beliefs in the Inheritance of Risk Factors for Suicide Scale: Development, Reliability, Stability, and Convergent and Discriminant Validity

Findings from adoption, family, geographical, immigrant, molecular genetic, surname, and twin studies suggest genetic risk factors have a role in suicidal behavior. However, related mental health literacy (knowledge and beliefs) even of future health-care professionals who will be concerned with suicide lag behind this research progress. As no scale for assessing such beliefs is available, the 22-item Beliefs in the Inheritance of Risk Factors for Suicide Scale was constructed, its contents rated by experts in a validation survey and administered to samples of 70 medical and 165 psychology students. Medical students held stronger beliefs in the genetics of suicide than psychology students. Internal scale consistency and test-retest reliability were assessed as adequate. Factor analysis of the 22 items yielded a dominant first factor. Scores were positively related to knowledge about suicide (convergent validity) but for the most part unrelated to lay theories of suicide, political orientation, religiosity, and social desirability (discriminant validity). This novel scale shows potential for assessing individuals' beliefs about the genetics of suicide. Applications may include basic research, educational contexts, and evaluation of professional training.

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.

Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development

This study examined mothers’ beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and pre-school aged children’s literacy development. Data were collected from 79 mothers and their children over one year, and two profiles of parental literacy beliefs emerged. ‘Facilitative’ mothers believed that taking an active role in teaching children at home would provide opportunities for their children to gain vocabulary, knowledge, and morals. ‘Conventional’ mothers expressed the belief that schools, more than parents, are responsible for teaching children and tended to report many challenges to reading with children. Homes with Facilitative mothers tended to be more literacy enriching than homes of Conventional mothers, and children with Facilitative mothers displayed more advanced print knowledge and interest in reading. These findings have implications for understanding the connections among parental literacy beliefs, home literacy environments, and children’s literacy outcomes.

Voices From the Classroom: Literacy Beliefs and Practices of Two Novice Elementary Teachers

As political mandates in the United States continue to demand increasing levels of literacy by all young children, the importance of identifying factors that influence novice teachers' development over time become more critical. In this article, we explore Phase I of a longitudinal study, which describes the evolving literacy beliefs and practices of two early childhood teachers as they progress from pre-student teaching through the end of their first year as professional teachers. Interview and observational data indicated that external factors such as teacher preparation and teaching context, as well as dispositions, were key factors across time. As professional teachers, the participants' demonstrated beliefs and practices associated with effective teachers. Their literacy practices reflected their expressed beliefs and broadened over time.

Parents' Beliefs About Young Children's Literacy Development And Parents' Literacy Behaviors

This research examined parents' literacy beliefs and their self-reported behaviors of how they help their children learn to read and to write. There were 35 parents of preschool-age children involved in this study. Parents were interviewed about their beliefs and behaviors using the Parents' Perceptions of Literacy Learning Interview Schedule(PPLLIS; Anderson, 1995a). There were significant relationships between parents' literacy beliefs and their self-reported literacy behaviors. Descriptive analysis seemed to suggest that parents with more holistic beliefs engage in more encouragement activities than parents with more skills-based beliefs. This research highlights the importance of examining parents' beliefs about young children's literacy development.

Forging Pedagogical Paths to Multiple Ways of Knowing

The literacy beliefs teachers hold influence the kinds of experiences they make available to their students (Myers, 1996). As visual modes become increasingly central to communication (Kress, 2004; New London Group, 1996), it is essential to provide preservice teachers opportunities to expose and challenge beliefs that privilege only alphabetic texts.

Evolving Influences and Beliefs of Two Novice Literacy Teachers: The 3rd Year of a Longitudinal Study

In this article, we examine the evolving influences and literacy beliefs of two elementary teachers during their 2nd year of professional teaching. Interview and observational data indicated that teaching context and personal dispositions most influenced the participant's literacy beliefs during this time. In particular, instructional decisions appeared to be based on their students' needs and interests, the participants' proclivities for reflection, and time and paperwork demands. The student-centered beliefs that the participants developed during Phase I served as a foundation for clearly articulated beliefs about literacy learning and teaching that were observed in their practices.