Enhancing Parent-Child Book Reading in a Disadvantaged Community
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| Title: | Enhancing Parent-Child Book Reading in a Disadvantaged Community |
|---|---|
| Language: | English |
| Authors: | Elias, Gordon, Hay, Ian, Homel, Ross, Freiberg, Kate |
| Source: | Australian Journal of Early Childhood. Mar 2006 31(1):20-25. |
| Availability: | Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Reading Programs, Disadvantaged, Parent Participation, Caregivers, Parent School Relationship, Emergent Literacy, Parent Child Relationship, Preschool Education, Program Descriptions, Intervention, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Australia |
| ISSN: | 0312-5033 |
| Abstract: | A parent-child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of child-parent reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent-child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2008 |
| Access URL: | https://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/ajec_vol_31_no_1_march_2006.html |
| Accession Number: | EJ804862 |
| Database: | ERIC |
| Abstract: | A parent-child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of child-parent reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent-child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper. |
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| ISSN: | 0312-5033 |
