Society, family and learning. The role of home literacy environments

Autores
Querejeta, Maira
Año de publicación
2010
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
Fil: Querejeta, Maira. Universidad Nacional de La Plata. Facultad de Psicología; Argentina.
Fuente
Orientación y Sociedad, 10, 153-166. (2010)
Materia
Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
Memoria Académica (UNLP-FAHCE)
Institución
Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación
OAI Identificador
oai:memoria.fahce.unlp.edu.ar:snrd:Jpr4764

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repository_id_str 1341
network_name_str Memoria Académica (UNLP-FAHCE)
spelling Society, family and learning. The role of home literacy environmentsQuerejeta, MairaPsicologíaFamiliaSociedadAprendizajeAlfabetizaciónPobrezaHome literacyEarly literacyPovertyThis paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.Fil: Querejeta, Maira. Universidad Nacional de La Plata. Facultad de Psicología; Argentina.2010info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articulotext/htmlapplication/pdfhttps://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdfhttps://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764Orientación y Sociedad, 10, 153-166. (2010)reponame:Memoria Académica (UNLP-FAHCE)instname:Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educacióninstacron:UNLPenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/2025-09-29T11:58:39Zoai:memoria.fahce.unlp.edu.ar:snrd:Jpr4764Institucionalhttps://www.memoria.fahce.unlp.edu.ar/Universidad públicahttps://www.fahce.unlp.edu.ar/https://www.memoria.fahce.unlp.edu.ar/oaiserver.cgimemoria@fahce.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13412025-09-29 11:58:40.199Memoria Académica (UNLP-FAHCE) - Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educaciónfalse
dc.title.none.fl_str_mv Society, family and learning. The role of home literacy environments
title Society, family and learning. The role of home literacy environments
spellingShingle Society, family and learning. The role of home literacy environments
Querejeta, Maira
Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
title_short Society, family and learning. The role of home literacy environments
title_full Society, family and learning. The role of home literacy environments
title_fullStr Society, family and learning. The role of home literacy environments
title_full_unstemmed Society, family and learning. The role of home literacy environments
title_sort Society, family and learning. The role of home literacy environments
dc.creator.none.fl_str_mv Querejeta, Maira
author Querejeta, Maira
author_facet Querejeta, Maira
author_role author
dc.subject.none.fl_str_mv Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
topic Psicología
Familia
Sociedad
Aprendizaje
Alfabetización
Pobreza
Home literacy
Early literacy
Poverty
dc.description.none.fl_txt_mv This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
Fil: Querejeta, Maira. Universidad Nacional de La Plata. Facultad de Psicología; Argentina.
description This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.
publishDate 2010
dc.date.none.fl_str_mv 2010
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764
url https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4764/pr.4764.pdf
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dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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dc.source.none.fl_str_mv Orientación y Sociedad, 10, 153-166. (2010)
reponame:Memoria Académica (UNLP-FAHCE)
instname:Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación
instacron:UNLP
reponame_str Memoria Académica (UNLP-FAHCE)
collection Memoria Académica (UNLP-FAHCE)
instname_str Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación
instacron_str UNLP
institution UNLP
repository.name.fl_str_mv Memoria Académica (UNLP-FAHCE) - Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación
repository.mail.fl_str_mv memoria@fahce.unlp.edu.ar
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