Community Literacy Resources and Home Literacy Practices among Immigrant Latino Families.
Community Literacy Resources and Home Literacy Practices among Immigrant Latino Families.
复制标题
拉丁裔移民家庭的社区识字资源和家庭识字实践。
DOI：
10.1080/01494920802010272
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发表时间：
2008
影响因子：
1.3
通讯作者：
Goldenberg,Claude
中科院分区：
文献类型：
--
作者：
Reese,Leslie;Goldenberg,Claude
107本文报告了社区、家庭和讲西班牙语的儿童在幼儿园和一年级的语言和识字发展之间的关系。对35个社区的研究结果表明，拉丁美洲人集中的社区不太可能有印刷材料，可用的材料更有可能是西班牙语的。收入和教育水平较高的社区有更多的英语扫盲材料。与预测相反，社区识字资源，儿童的家庭阅读活动的频率和儿童的识字成绩之间的关联很少。这种缺乏联系的现象是由于社区内家庭识字做法的差异以及学校对家庭识字的影响。然而，社区和家庭语言特点与儿童西班牙语和英语识字成果之间存在关联，这表明至少在识字发展的早期阶段，社区对讲西班牙语儿童识字发展的影响是通过语言学习机会，而不是识字学习机会本身。
107This paper reports relationships among communities, families, and Spanish-speaking children's language and literacy development in kindergarten and grade 1. Findings from a study of 35 communities show that communities with greater concentrations of Latinos are less likely to have printed materials, and available materials are more likely to be in Spanish. Communities with higher income and education levels have more literacy materials in English. Contrary to predictions, there are few associations among community literacy resources, frequency of children's home reading activities, and children's literacy achievement. This lack of association is due to within-community variation in home literacy practices and to schools’ impact on home literacy. However, there are associations among community and family language characteristics and child literacy outcomes in Spanish and English, suggesting that at least in the early stages of literacy development, communities’ influence on Spanish-speaking children's literacy development is through language-learning opportunities rather than literacy-learning opportunities per se.