I'll Show You How to Write My Name
The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment
Datos Bibliográficos
| ID | 5817846 |
|---|---|
| Autores | Aviva Segal (0000-0002-9061-5628, Concordia University Montreal Quebec Canada), Nimachia Howe (0000-0002-7507-1888, Concordia University), Nina Howe (Concordia University Montreal Quebec Canada), Ryan J Persram (0000-0002-4952-0985, Concordia University Montreal Quebec Canada), Sandra Martin‐chang (0000-0003-4278-5179, Concordia University Montreal Quebec Canada), Hildy Ro, Hildy Ross (University of Waterloo Ontario Canada) |
| Año | 2017 |
| Volumen | 53 |
| Número | 4 |
| Páginas | 391-404 |
| Fecha de publicación | 2017-08-09 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Reading Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.199 |
| OpenAlex | W2744221549 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 53 |
Research on the home literacy environment has typically involved parents as teachers with little attention given to siblings' roles in teaching each other. This study examines naturalistic language and literacy teaching by 39 sibling dyads, at two timepoints, when children were ages 2 and 4 (time 1; T1) and again at ages 4 and 6 (time 2; T2). Each family was observed for a total of six 90-minute sessions at both timepoints. First, all sibling-directed teaching sequences were identified, including instances of formal and informal teaching. Second, sequences were coded for evidence of language (i.e., vocabulary, book concepts, songs, phonological awareness) and literacy concepts (i.e., alphabetic principle, reading, writing, spelling). Over 40% of the T1 and T2 teaching sequences involved language and literacy concepts. Older siblings taught the majority of the time at T1 and T2; however, the number of sequences taught by younger siblings increased proportionally over time. Because siblings taught vocabulary concepts significantly most often at both T1 and T2, further analyses were conducted on vocabulary subcategories (i.e., expansion, discussing pictures, relaying word meaning, checking for listener understanding, second-language instruction). Significantly more teaching sequences involved expansion than other vocabulary subcategories at both timepoints. Finally, at T2, literacy concepts (i.e., writing, spelling) were taught significantly more than at T1. Our findings demonstrate that siblings are interested in teaching each other a variety of language and literacy concepts during naturalistic interactions in the home, indicating that siblings contribute to the richness of the home literacy environment
Naturalism · Spelling · Child Development and Digital Technology · Parental Involvement in Education · Reading and Literacy Development
Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills
“You Have to Do It Like the Duckies Hatch Their Egg”
Code‐Related Activities and Their Association With Early Literacy Skills
Parental reports of communicative development at the age of 36 months
The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China
Letter teaching in parent–child conversations
The role of home environments in children’s literacy skills in Ghana
We took turns”
Apprenticeship in Thinking
Home literacy activities and their influence on early literacy skills.
Testing the Home Literacy Model
Sibling Relationships in Early Childhood
Parental Involvement in the Development of Children’s Reading Skill
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia
Preschool home literacy practices and children's literacy development
Cultural Teaching
The speech of two- and three-year-olds to infant siblings
Parent and Sibling Influences on the Quality of Children's Conflict Behaviours across the Preschool Period
Home to School and School to Home
Same-sex and cross-sex siblings
Ecological influences of the home and the child-care center on preschool-age children's literacy development
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1
Because if you don’t put the top on, it will spill”
The psychology of intelligence
Parents and Siblings as Early Resources for Young Children's Learning in Mexican-Descent Families
What's meaning got to do with it
My Brother's Teacher? Siblings and Literacy Development in the Home
Implications of Sibling Caregiving for Sibling Relations and Teaching Interactions in Two Cultures
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,33 |
| Intervalo de citas | 2020 - 2025 (6) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |