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Learning from Home Literacies: Inviting Parents To Contribute to Literacy Portfolios.

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Title: Learning from Home Literacies: Inviting Parents To Contribute to Literacy Portfolios.
Language: English
Authors: Paratore, Jeanne R.
Peer Reviewed: N
Page Count: 35
Publication Date: 1993
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Elementary School Students, Emergent Literacy, Grade 1, Literacy, Parent Participation, Parent Student Relationship, Portfolios (Background Materials), Primary Education, Reading Achievement, Reading Research, Student Evaluation, Writing Achievement, Writing Research
Abstract: A study explored the ways information about first-grade children's uses of literacy at home might inform school-based assessment of children's literacy knowledge. Subjects, 10 families (all Caucasian) in a small suburban community of white-collar professionals and administrators and 14 families (Caucasian, Latino, and African-American) in a large urban community, contributed at least three artifacts from the home literacy environment to the children's classroom literacy portfolio. To provide data sources, the artifacts were read and sorted according to category, and how teachers used the artifacts to construct the child's literacy profile was analyzed. Results indicated that: (1) the level of parent participation in the urban setting was higher than the participation in the suburban setting; (2) the artifacts in the two settings presented clear differences in children's purposes and motivation for literacy uses in each community; (3) the process of joining home artifacts with school artifacts provided teachers with a context for assessing the strength of the curriculum as well as knowledge of individual children; and (4) the process of including parents as partners in constructing the portfolio influenced not only the evaluation of the child's literacy, but also the parents' understanding of the classroom and the teachers' understanding of the home. (One table of data and 10 figures representing home literacy artifacts are included; 13 references are attached.) (RS)
Entry Date: 1994
Accession Number: ED364848
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED364848
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  Data: Learning from Home Literacies: Inviting Parents To Contribute to Literacy Portfolios.
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 35
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Research%22">Writing Research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study explored the ways information about first-grade children's uses of literacy at home might inform school-based assessment of children's literacy knowledge. Subjects, 10 families (all Caucasian) in a small suburban community of white-collar professionals and administrators and 14 families (Caucasian, Latino, and African-American) in a large urban community, contributed at least three artifacts from the home literacy environment to the children's classroom literacy portfolio. To provide data sources, the artifacts were read and sorted according to category, and how teachers used the artifacts to construct the child's literacy profile was analyzed. Results indicated that: (1) the level of parent participation in the urban setting was higher than the participation in the suburban setting; (2) the artifacts in the two settings presented clear differences in children's purposes and motivation for literacy uses in each community; (3) the process of joining home artifacts with school artifacts provided teachers with a context for assessing the strength of the curriculum as well as knowledge of individual children; and (4) the process of including parents as partners in constructing the portfolio influenced not only the evaluation of the child's literacy, but also the parents' understanding of the classroom and the teachers' understanding of the home. (One table of data and 10 figures representing home literacy artifacts are included; 13 references are attached.) (RS)
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  Label: Entry Date
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  Data: 1994
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED364848
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Primary Education
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Writing Research
        Type: general
    Titles:
      – TitleFull: Learning from Home Literacies: Inviting Parents To Contribute to Literacy Portfolios.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Paratore, Jeanne R.
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      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 1993
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