Strong conceptual knowledge developed through home reading experiences prior to school

Bibliographic Data

ID12724933
AuthorsBridie Raban (0000-0002-3878-4969, The University of Melbourne, corresponding author)
Year2022
Volume20
Issue3
Pages357-369
Publication date2022-03-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x221083413
OpenAlexW4220658506
LanguageEN
Citations received2
References cited12

Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordings were reviewed for instances of reading experiences. In addition, parent interviews reported activities with their children, including those not captured on the audio/tape-recordings and others that took place across different days not recorded. Strong relationships were found between measures of family interest in reading and their children’s reading development when they started school. It was also found that Socioeconomic Status (SES) of family background did not necessarily determine these children’s reading development. Those children who had the opportunity to form successful understandings about reading from their home experiences, arrived at school with strong conceptual frameworks that supported their continuing reading development

Developmental psychology · Linguistics · Pedagogy · Population · Reading (process · Relevance (law · Socioeconomic status · Child Development and Digital Technology · Medicine · Parental Involvement in Education · Psychology · Reading and Literacy Development

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