Home Literacy in the Everyday Life of Three Dominican Families.
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| Title: | Home Literacy in the Everyday Life of Three Dominican Families. |
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| Language: | English |
| Authors: | Rodriguez, M. Victoria |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2000 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Beginning Reading, Dominicans, Emergent Literacy, Environmental Influences, Family Environment, Hispanic Americans, Literacy Education, Mothers, Peer Relationship, Play, Preschool Children, Preschool Education, Siblings, Television |
| Abstract: | This study examined how 3 Dominican children, ages 2 to 4 years old explore reading and writing in the context of their everyday lives and how adults and older siblings socialize young children into literacy. Data were collected during a school year. Each participant was observed 3 times a week for 2 hours per session, totaling approximately 200 hours for the year. Literacy events were defined as any reading or writing activity utilizing literacy artifacts, such as magazines, children's books, mail, paper, and pencils, initiated by anyone in the presence of the participant children. The researcher took notes, audiotaped the talk about significant literacy events, and talked with the mothers about their literacy experiences with their children. Findings indicated that the young participants initiated the interaction with print most of the time and tried to engage their mothers or siblings in the literacy events. In addition, they explored literacy while they engaged in everyday activities such as watching television, listening to music, singing, and playing. Print was not only mediated by their mothers, siblings, and friends, but also by today's available media, mainly television and music, and also by play. (Author/HTH) |
| Entry Date: | 2000 |
| Accession Number: | ED442590 |
| Database: | ERIC |
| Abstract: | This study examined how 3 Dominican children, ages 2 to 4 years old explore reading and writing in the context of their everyday lives and how adults and older siblings socialize young children into literacy. Data were collected during a school year. Each participant was observed 3 times a week for 2 hours per session, totaling approximately 200 hours for the year. Literacy events were defined as any reading or writing activity utilizing literacy artifacts, such as magazines, children's books, mail, paper, and pencils, initiated by anyone in the presence of the participant children. The researcher took notes, audiotaped the talk about significant literacy events, and talked with the mothers about their literacy experiences with their children. Findings indicated that the young participants initiated the interaction with print most of the time and tried to engage their mothers or siblings in the literacy events. In addition, they explored literacy while they engaged in everyday activities such as watching television, listening to music, singing, and playing. Print was not only mediated by their mothers, siblings, and friends, but also by today's available media, mainly television and music, and also by play. (Author/HTH) |
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