Journal article
Parent expectations around phonics school readiness and what they are really teaching at home
Practical literacy, Vol.26(2), pp.42-43
01/06/2021
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Abstract
Research has identifi ed a link between parental involvement and later reading success. Parental levels of education and their beliefs around how literacy should be taught impact on a child's literacy outcomes (Senechal, 2011). Parents report different beliefs around what is important in literacy school readiness and the role of phonics in early years education. Some parents reported the belief that it is important to focus on pre-reading skills, such as an emphasis on phonics taught in a more structured way, whilst others preferred a more play-based approach (Lynch et al., 2006). Interestingly, children of parents who supported more holistic play-based literacy learning were more likely to display a greater interest in reading than children of parents who supported more structured 'school type' lessons with their preschoolers (Lynch et al., 2006, Saracho and Spodek, 2010).
Details
- Title
- Parent expectations around phonics school readiness and what they are really teaching at home
- Creators
- Stacey Campbell - Queensland University of Technology
- Publication Details
- Practical literacy, Vol.26(2), pp.42-43
- Publisher
- Australian Literacy Educators' Association
- Identifiers
- 991013203209402368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article