Family literacy practices, pedagogy and achievement in year one: A quantitative sociological study

谁在第一年的学校识字活动中取得了成功，谁又失败了？为什么以及如何？初级识字教学的标准和方法是国家政策辩论的主题。然而，争论往往基于对教学方法有效性的一般性和民粹主义主张，依赖于小规模和海外研究。这是第一个针对可变社会人口因素、家庭经历、教学待遇和识字成绩的大规模定量研究。 它解决了有关语音、早期干预和标准的政策辩论。它将为幼儿课程策略和计划的制定提供指导。

Who succeeds and fails in the first year of school literacy? Why and how? Standards and methods for teaching initial literacy are the topic of national policy debate. Yet the debate often is based upon generic and populist claims about the efficacy of instructional methods, relying upon small scale and overseas studies. This is the first large scale quantitative study of variable sociodemographic factors, home experiences, instructional treatment and literacy achievement. It addresses policy debates on phonics, early intervention and standards. It will offer guidance for the development of early childhood curriculum strategies and programs.