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

谁在学校识字的第一年成功和失败？为什么？初级识字教学的标准和方法是国家政策辩论的主题。然而，这场争论往往是基于对教学方法有效性的一般性和民粹主义的主张，依赖于小规模和海外的研究。这是第一个大规模的定量研究变量的社会人口因素，家庭经验，教学治疗和识字成绩。 它解决了关于自然发音、早期干预和标准的政策辩论。它将为幼儿课程战略和方案的制定提供指导。

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.