A Comparison of the Literacy Development Context of United States and Japanese Families
A Comparison of the Literacy Development Context of United States and Japanese Families
复制标题
美国和日本家庭读写能力发展背景的比较
DOI：
10.1023/b:ecej.0000024117.13990.de
复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Yoko Shirakawa
中科院分区：
文献类型：
--
作者：
O. Saracho;Yoko Shirakawa
Saracho和白川262结束了这个由父母组织的美国和67个日本家庭的项目。孩子们6岁。家庭收到（一）信deliteracy公平。尽管家庭扫盲计划向家庭传授了不适当的扫盲方法，但在研究中，（B）一份答复表，表明家庭是否需要帮助完成调查问卷，他们在利用和制定自己的扫盲战略方面达到了一定的熟练程度。(c)一份针对他们国家的家庭识字率调查问卷。为了增加Barillas（2000）的数量，建议学校作业可以肯定，尊重和承认的经验，主题，家庭被给予选择填写问卷自己或有研究人员作为文化，和语言的学生和他们的家庭。在她为讲西班牙语的学生制定的家长作业计划中，她鼓励孩子和家长一起写作并分享他们的作品。写作业-
Saracho and Shirakawa 262 brought closure to the project with a parent-organized the United States and 67 Japanese families. The children were 6 years of age. Families received (a) a letter deliteracy fair. Even though the Family Literacy Tutorial project taught families inappropriate literacy methods, scribing the study,(b) a response form indicating if the families needed help completing the questionnaire, and they achieved a level of proficiency in utilizing and developing their own literacy strategies.(c) a family literacy questionnaire that was developed for their particular country. To increase the number of Barillas (2000) suggests that school assignments can affirm, respect, and acknowledge the experiences, subjects, families were given the choice to fill out the questionnaire themselves or to have the researchers asculture, and language of students and their families. In her parent homework program for Spanish-speaking stu- sist them in completing it. dents, she motivates both children and parents to write and share their writing with each other. Writing assign-