young children’s home literacy experiences: short- and long-term links to reading monique...
TRANSCRIPT
Young children’s home literacy experiences:
Short- and long-term links to reading
Monique Sénéchal
Carleton University
Collaborators:
Jo-Anne LeFevre, Eleanor Thomas, Penelope Lawson, Ernie Hudson, Brenda Smith, Karen Colton, Karen Daley, Anne Hargrave, Jo-Anne Monker, Tina Leclaire, Ed Cornell
1. Environmental influences
2. Child Interest
3. Intervention studies
Environmental Influences
Environmental Influences
• Storybook reading at home
• Parent teaching about literacy
Study 1
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A 5-year longitudinal study. Child Development, 73, 445-460.
Study 1
111 English-speaking children followed from kindergarten to the end of grade 3 (n = 66).
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 3
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 3
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 3
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 3
Take-Home Message #1
Meaning-related activities are linked to vocabulary whereas print-related activities are linked to early literacy.
Study 2
Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Journal for the Scientific Study of Reading, Accepted and to appear in volume 10 (1), 59-87.
Study 2
106 French-Immersion children followed from kindergarten to the end of grade 2 (n = 70)
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 2
Word Reading
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 2
Word Reading
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 2
Word Reading
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Word Reading
Phonological Awareness
Parent Teaches
Child
Beginning of Kindergarten End of Gr. 1 End of Gr. 2
Early literacy
Word Reading
Parent Teaches
Child
Beginning of K. Beg of Gr. 1 End of Gr. 2
Parent Teaches
Child
Parent Teaches
Child
Early literacy
Early literacy
Word Reading
Parent Teaches
Child
Beginning of K. Beg of Gr. 1 End of Gr. 2
Parent Teaches
Child
Parent Teaches
Child
Early literacy .75 .67
.26.45
Early literacy
Word Reading
Parent Teaches
Child
Beginning of K. Beg of Gr. 1 End of Gr. 2
Parent Teaches
Child
Parent Teaches
Child
Early literacy .75 .67
.26.45
.35 .36 -.34
Early literacy
Word Reading
Parent Teaches
Child
Beginning of K. Beg of Gr. 1 End of Gr. 2
Parent Teaches
Child
Parent Teaches
Child
Early literacy .75 .67
.26.45
.35 .36 -.34
.25
.30
-.29
.33
Early literacy
Word Reading
Parent Teaches
Child
Beginning of K. Beg of Gr. 1 End of Gr. 2
Parent Teaches
Child
Parent Teaches
Child
Early literacy .75 .67
.26.45
.35 .36 -.34
.25
.30
-.29
.33
Take-Home Message #2
The relation between parent teaching and child outcomes changes over time.
Study 3
LeFevre & Sénéchal (in preparation). The Home Literacy Experiences of French-Immersion Children
Study 3
90 French-speaking children followed from kindergarten to the end of grade 4 (n = 65)
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
End of Kindergarten End of Gr. 1 End of Gr. 4
Reading Fluency
Reading for pleasure
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
End of Kindergarten End of Gr. 1 End of Gr. 4
Reading Fluency
Reading for pleasure
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
End of Kindergarten End of Gr. 1 End of Gr. 4
Reading Fluency
Reading for pleasure
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
End of Kindergarten End of Gr. 1 End of Gr. 4
Reading Fluency
Reading for pleasure
Vocabulary
Parent Reads to
Child
Early Literacy
Word Reading
Reading Comprehension
Phonological Awareness
Parent Teaches
Child
End of Kindergarten End of Gr. 1 End of Gr. 4
Reading Fluency
Reading for pleasure
Take-Home Message #3
Shared reading has a long-term relation to children’s reading for pleasure;
Parent teaching has a long-term relation to children’s reading fluency.
Study 4
Martini & Sénéchal (in preparation). Learning Literacy Skills at Home: Parent Teaching, Beliefs, and Expectations
Study 4
108 English-speaking children in kindergarten
Teaching behaviors:
basic skills
to read words
more advanced skills
Teaching contexts:
Parents who report teaching use naturally occurring activities, not workbooks
Teaching is related:
to higher expectations
beliefs in literacy learning at home
beliefs that children do well in grade 1 because of the teaching provided at home
Take-Home Message #4
Parents who report teaching frequently adopt a view of reading acquisition whereby learning to read begins at home before the onset of grade 1.
Child Interest
A child measure of interest:
• in learning alphabet letters
• in books
Child Interest in
Books
Parent Reads to
Child
Child Interest in
Letters
Early Literacy
Parent Teaches
Child
Fall of Kindergarten
Child Interest in
Books
Parent Reads to
Child
Child Interest in
Letters
Early Literacy
Parent Teaches
Child
Fall of Kindergarten
Take-Home Message #5
It is experiences and interest in print per se that contribute to differences in children’s early literacy
Interventions
Interventions
US National Center for Family Literacy
http://www.famlit.org
Interventions
14 intervention studies on parents’ role in their child’s reading acquisition from kindergarten to grade 3.
Interventions
Parents can help their child learn to read.
The effect corresponds to a 10-point gain on a measure of literacy.
3 types of interventions
• Parents read to their child• Parents listened to their child read• Parents taught their child to read
3 types of interventions
Read……….no difference Listen………8 point gain Teach………17 point gain
Take-home message #6
Educators need to be careful about the claims they make on the benefits of shared reading.
Thank you!