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Enhancing parent-child book reading in a disadvantaged community


Elias, G and Hay, I and Homel, R and Freiberg, K, Enhancing parent-child book reading in a disadvantaged community, Australian Journal of Early Childhood, 31, (1) pp. 20-25. ISSN 0312-5033 (2006) [Refereed Article]

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A parent-child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of child-parent reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent-child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Continuing and community education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Hay, I (Professor Ian Hay)
ID Code:60783
Year Published:2006
Deposited By:Education
Deposited On:2010-02-18
Last Modified:2010-05-05
Downloads:5 View Download Statistics

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