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
- Institución
- Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación
- OAI Identificador
- oai:memoria.fahce.unlp.edu.ar:snrd:Jpr4764
Ver los metadatos del registro completo
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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 http://purl.org/coar/resource_type/c_6501 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 https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=arti&d=Jpr4764 |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-nd/2.5/ar/ |
eu_rights_str_mv |
openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/ |
dc.format.none.fl_str_mv |
text/html application/pdf |
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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13.070432 |