e-journal

Maternal literacy practices and toddlers’ emergent literacy skills

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Maternal emergent literacy practices during shared-reading interactions with 18–36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother–toddler dyads from middle to upper socio-economic status (SES) backgrounds. The main data collection measures included: (1) home literacy environment observation; (2) shared reading observations; and (3) parent questionnaire. Data were coded and organized into emergent literacy domains, phonological awareness and written language awareness. The results indicate that these mothers engaged in several emergent literacy behaviours with their toddlers during shared-reading interactions. Some of these behaviours were also exhibited by their children. The behaviours observed in mothers and toddlers were
related to the written language awareness domain. These and other findings are discussed in relation to their theoretical foundations (e.g. Purcell-Gates, 2001) and implications for early intervention practices and programme development.

Keywords
young children, emergent literacy, home literacy environments, shared reading, parent–child interactions

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Informasi Detail

Judul Seri

Journal of Early Childhood Literacy

No. Panggil

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Penerbit

: Graduate School of Economics, Waseda University., 2014

Deskripsi Fisik

Journal of Early Childhood Literacy 2014, Vol. 14(1) 53–79

Bahasa

English

ISBN/ISSN

DOI: 10.1177/1468798

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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