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首页> 外文学位 >The discovery of the beliefs, attitudes, practices and communications about family literacy of three families with children experiencing difficulties in literacy development.
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The discovery of the beliefs, attitudes, practices and communications about family literacy of three families with children experiencing difficulties in literacy development.

机译：发现了三个有识字困难儿童家庭的关于家庭识字的信念，态度，做法和交流。

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摘要

Three families of different configurations were interviewed and observed over a period of one year. The Arlee family consists of Grandmother Arlee, Mother and Father Arlee, and the child, Robert Arlee. The Bynum family consists of Grandmother Bynum, Father Bynum, a single-parent, and the child, Jacob Bynum. The Coram family consists of Grandmother and Grandfather Coram, Mother and Father Coram and the child, Susan Coram. In addition, each of the child's classroom teachers was interviewed. Each of the case study children experienced difficulties in literacy development. Four major elements influencing the development of family literacy were extrapolated from the interviews and observations of the participants, and from research. These elements were used to identify the resulting three family literacy environments. The elements are modeling literacy, making literacy materials available, encouraging literacy success, and sharing literacy. The degree in which the elements are present represents the classification of the family literacy environment. The three environments are the Productive Family Literacy Environment, the Partially Productive Family Literacy Environment, and the Counter-Productive Family Literacy Environment. Each of the three case study families represents one of the environments. In the Productive Family Literacy Environment, the child is provided with continuous opportunities to develop literacy skills within an environment that is constantly nurturing the entire family in the development of literacy. In the Partially Productive Family Literacy Environment, the child lives in two different environments, the father's and the mother's. One of the environments is not productive in the child's development of literacy. In the Counter-Productive Family Literacy Environment, the grandmother does not model or share literacy with the child. In addition, the parents read to the child, but they do not require the child to read to them. The children from the Partially Productive Family Literacy Environment and the Counter-Productive Family Literacy Environment were not progressing in their development of literacy at the same rate as the child from the Productive Family Literacy Environment was progressing. The degree in which the families participated in family literacy activities directly affected the child's literacy development. All of the family members, including grandparents, contributed to the literacy development of the children.
机译：在一年的时间内对三个不同配置的家庭进行了采访和观察。 Arlee的家庭由Arlee的祖母，Arlee的父亲和父亲以及孩子Robert Arlee组成。拜纳姆家族由祖母拜纳姆，父亲拜纳姆，单亲父母和孩子雅各布·拜纳姆组成。 Coram家族由Coram的祖母和祖父，Coram的父亲和父亲以及Susan Coram的孩子组成。此外，还对每个孩子的课堂老师进行了采访。每个案例研究儿童在识字能力发展上都遇到困难。从参加者的访谈和观察以及研究中推断出影响家庭素养发展的四个主要因素。这些元素被用来识别由此产生的三个家庭识字环境。这些元素包括对扫盲进行建模，提供扫盲材料，鼓励扫盲成功以及分享扫盲。这些元素的存在程度代表了家庭文化环境的分类。这三个环境是生产性家庭识字环境，部分生产性家庭识字环境和反生产性家庭识字环境。这三个案例研究系列中的每一个都代表一种环境。在生产性家庭识字环境中，为儿童提供了不断发展有机识字能力的机会，这种环境在识字能力的发展中不断养育着整个家庭。在部分生产性家庭识字环境中，孩子生活在父亲和母亲两个不同的环境中。其中一种环境不利于儿童扫盲的发展。在适得其反的家庭扫盲环境中，祖母不会模仿孩子或与孩子分享扫盲。另外，父母也要给孩子读书，但是父母不要求孩子给孩子读书。来自部分生产家庭识字环境和反生产家庭识字环境的孩子的识字能力没有以与来自生产性家庭识字环境的孩子相同的速度发展。家庭参与家庭扫盲活动的程度直接影响着儿童的扫盲发展。所有的家庭成员，包括祖父母，都为孩子们的读写能力发展做出了贡献。

著录项

  • 作者

    Battleson, Rosemary Ann.;

  • 作者单位

    University of Northern Colorado.;

  • 授予单位 University of Northern Colorado.;
  • 学科 Reading instruction.;Individual family studies.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 444 p.
  • 总页数 444
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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