دورية أكاديمية
Home Literacy Activities: Accounting for Differences in Early Grade Literacy Outcomes in Low-Income Families in Zambia
| العنوان: | Home Literacy Activities: Accounting for Differences in Early Grade Literacy Outcomes in Low-Income Families in Zambia |
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| اللغة: | English |
| المؤلفون: | Chansa-Kabali, Tamara (ORCID |
| المصدر: | South African Journal of Childhood Education. 2017 7(1). |
| الإتاحة: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 1 |
| Descriptors: | Family Literacy, Emergent Literacy, Low Income, Outcomes of Education, Mathematics Tests, Spelling, Vocabulary Development, Foreign Countries, Parent Background, Educational Attainment, Grade 1, Elementary School Students, Language Tests, Alphabets, Literacy Education, Teaching Methods, Parent Participation, Culturally Relevant Education |
| مصطلحات جغرافية: | Zambia |
| تدمد: | 2223-7674 |
| مستخلص: | Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data--parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children's early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents' greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes. |
| Abstractor: | As Provided |
| Number of References: | 66 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1186953 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2223-7674 |
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