Parental involvement in language and literacy acquisition: A bilingual journaling approach

This pilot study examined the feasibility of a home–school partnership for improving emergent literacy skills in Spanish-speaking pre-school children of migrant farmworkers. Parents were requested to send labeled drawings of family activities to their children’s classroom for supplementing bilingual...

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Bibliographic Details
Published in:Child language teaching and therapy 2014-10, Vol.30 (3), p.317-336
Main Authors: Caesar, Lena G, Nelson, Nickola Wolf
Format: Article
Language:English
Subjects:
Alphabets
Bilingual Education
Bilingualism
Comparative Analysis
Control Groups
Conventional Instruction
Early Intervention
Early literacy
Emergent Literacy
English
English language
Experimental Groups
Family Environment
Family School Relationship
Freehand Drawing
Intervention
Knowledge Level
Language acquisition
Language Proficiency
Language teaching methods
Literacy
Michigan
Migrant Education
Migrants
Native language acquisition
Oral Language
Parent Participation
Parents & parenting
Partnerships in Education
Phonemic Awareness
Phonological Awareness
Pictorial Stimuli
Preschool children
Preschool Education
Pretests Posttests
Print awareness
Printed Materials
Qualitative Research
Reading Comprehension
Reading Skills
Scores
Spanish language
Spanish Speaking
Statistical Analysis
Story Telling
Teaching Methods
Wilcoxon Matched Pairs Signed Ranks Test
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Summary:This pilot study examined the feasibility of a home–school partnership for improving emergent literacy skills in Spanish-speaking pre-school children of migrant farmworkers. Parents were requested to send labeled drawings of family activities to their children’s classroom for supplementing bilingual language and literacy instruction. Participants were 19 children (between 2;6 and 5;2) assigned randomly to experimental (n = 11) or control (n = 8) classrooms. Pretest–posttest measures in Spanish and English were obtained using the Early Literacy Skills Assessment (ELSA). Results indicated significant increases in pre- to posttest English and Spanish scores for the experimental group, but not for the control group in alphabetic and print knowledge. Parental participation rates (as measured by weekly drawing submissions) exceeded 90%. These results suggest that integrating parent-generated content into classroom language intervention activities may be feasible both in terms of parental involvement as well as children’s emergent literacy skills development.
ISSN:0265-6590
1477-0865
DOI:10.1177/0265659013513028