Fostering Children's Alphabet Knowledge at School Entry through Engagement in Family Literacy Activities

Files in This Item:
File Description SizeFormat 
ChildrensResearchDigestEarlyChildhoodOct15.pdf389.88 kBAdobe PDFDownload
Title: Fostering Children's Alphabet Knowledge at School Entry through Engagement in Family Literacy Activities
Authors: Girard, Lisa-Christine‎
Girolametto, Luigi
Permanent link: http://hdl.handle.net/10197/8061
Date: 20-Oct-2015
Abstract: The development of emergent literacy skills in early childhood is best conceptualised as a continuum that occurs prior to entry into formal schooling and formal instruction. Thus, the family literacy environment and the activities that parents engage their children in can play a critical role in the development of these skills. Emergent literacy encompasses skills such as print concepts, alphabet knowledge, phonological awareness, and oral language. Alphabet knowledge and phonological awareness at entry into school have in particular been found to be strong predictors of decoding and future success with reading acquisition.
Type of material: Journal Article
Publisher: Children's Research Network for Ireland and Northern Ireland.
Journal: Children's Research Digest: Researching Early Childhood
Volume: 2
Issue: 2
Start page: 72
End page: 79
Keywords: LiteracyPreschool childrenSocioeconomic status
Other versions: http://childrensresearchnetwork.org/index.php?option=com_jdownloads&Itemid=72&view=viewdownload&catid=18&cid=213
Language: en
Status of Item: Not peer reviewed
Appears in Collections:Public Health, Physiotherapy and Sports Science Research Collection

Show full item record

Download(s) 50

46
checked on May 25, 2018

Google ScholarTM

Check


This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.