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You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title:Home literacy activities and signs of childrenÕs emerging literacy, 1993 and 1999
Author:Nord, C. W., Lennon, J., Baiming, L., & Chandler, K.
Resource Type:Report
Washingtion, DC: US Department of Education, Office of Educational Research and Improvement.
Full text:
Education Level:Early Childhood/Pre-K
Literature type:Research and Evaluation

This quantitative study presents information about the extent to which families are engaged in literacy activities with their 3-5 year old preschoolters, signs of emerging literacy, changes in emerging literacy between 1993 and 1999, and the association between home literacy activities and signs of emerging literacy in 1999. Researchers found that parents understand the importance of reading to their young children. Researchers also found that the percentage of preschool-aged children who were read to, told stories, or who engaged in other literacy activities with their families varied by characteristics of the children, their parents, their families, and by the children's race and ethnicity. The National Household Education Survey (NHES), which took place from January-May, 1991, and January-April, 1993, provided data for this study '95, '96, and '99. Although the researchers do not make recommendations for practitioners based on these findings, practitioners should recognize that parent training in the use of literacy activities such as the ones in the study could improve emerging literacy for their preschool students. Researchers acknowledge that the childrenÕs mothers who may overestimate their childÕs skills and their own involvement in home literacy activities report the data in the study.

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