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The moneysmart family system : teaching financial independence to children of every age
An exploration of how to teach children to manage money and have a good attitude while they're learning to earn, budget, and spend wisely.
Book
Designing a Community Translanguaging Space Within a Family Literacy Project
This article features a multilingual family literacy project to enhance family engagement in children's literacy development. First, the authors expand the emerging framework of translanguaging beyond the individual competency toward a collaborative practice across family/community members and diverse sign systems. Then, the authors describe how a multilingual family literacy project created a community translanguaging space that maximized leveraging of family funds of knowledge: collective community semiotic repertoires. Participating families (parents, children, and extended family/community members) collectively built larger communicative repertoires by connecting across individual linguistic, multimodal, and cultural capacities and experiences to create each unique family storybook. Finally, the authors provide suggestions on designing and implementing community-based family literacy projects.
Journal Article
Family bilingualism and home literacy environment in the context of Cyprus migrants
El entorno de alfabetización en el hogar (HLE) implica varias experiencias de interacción oral y escrita de los niños y los padres en una familia (Aram & Levin, 2002; Leseman & de Jong, 1998). El HLE afecta el desarrollo de la lectura y la escritura a través de experiencias de alfabetización formales e informales (Sénéchal & LeFevre, 2002). Las condiciones directas e indirectas de HLE brindan oportunidades y experiencias a los niños (Burgess et al., 2002; Burgess, 2011). En este estudio examinamos el HLE de familias de habla rusa en Chipre y cómo afecta el uso, mantenimiento y transmisión de la lengua heredada (HL), así como el desarrollo del lenguaje y la alfabetización en lenguas minoritarias y mayoritarias. Ochenta familias estaban bajo investigación: 40 de matrimonio mixto y 40 familias de inmigrantes de habla rusa que residían en Chipre. Se implementó la recolección de datos con métodos mixtos; El análisis se basó en las respuestas de los participantes a cuestionarios escritos y entrevistas semiestructuradas orales, así como en observaciones con un enfoque en la demografía de los padres, la educación, los hábitos y actividades de alfabetización, las creencias de escritura y lectura sobre lenguas minoritarias y mayoritarias (Burgess et al., 2002). Los resultados del estudio indicaron que los padres de habla rusa en contextos de inmigrantes se dan cuenta de la importancia de las experiencias (tempranas) de alfabetización infantil en el hogar y tratan de mejorar estas experiencias tanto en ruso como en el (los) idioma (s) mayoritario (s) a través de la enseñanza (in) directa y actividades compartidas centradas en el significado. Diferentes factores afectan el HLE de los inmigrantes rusos en Chipre, como el tipo de familia, SES, nivel de educación de los padres, trayectorias de vida y experiencia, identidades lingüísticas y culturales, estatus en la sociedad, planes futuros de residencia, educación y carrera de sus hijos.
Journal Article
Growing Together
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.
Journal Article
Say It in Your Language: Supporting Translanguaging in Multilingual Classes
Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.
Journal Article
How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study
Although several studies have examined the role of home literacy environment (HLE) in learning to read in Western societies, little is known about the role of HLE in Chinese reading. In addition, the few studies in Chinese have not tested the possible effects of HLE on reading comprehension. Thus, the purpose of this study was to examine the direct and indirect effects of different aspects of HLE (formal literacy experiences, informal literacy experiences, and access to literacy resources) on reading comprehension in Chinese. One hundred fifty-nine third year kindergarten children (70 girls and 89 boys; Mage = 72.62 months) participated in the study. In kindergarten, they were assessed on emergent literacy skills (vocabulary, phonological awareness, pinyin knowledge, rapid naming), in Grade 1, on word reading, and, in Grade 2, on reading comprehension. In addition, parents filled out a questionnaire on their education and income, the frequency of different HLE activities, the number of children’s books at home, and their expectations, when their children were in kindergarten. Results of structural equation modeling showed that formal literacy experiences predicted reading comprehension through the effects of pinyin knowledge on word reading. Access to literacy resources predicted reading comprehension through the effects of rapid naming, phonological awareness, and vocabulary. Finally, informal literacy experiences did not predict any of the emergent literacy skills or reading outcomes. Our findings provide only partial support of the home literacy model and suggest that the culture in which environmental effects take place may determine what aspects of the home literacy environment contribute to children’s reading performance and what not.
Journal Article
Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills
Based on the Home Literacy Model, this study explored a refined model of home literacy activities and their relations with children’s emergent literacy skills in a linguistic and socio-economic diverse sample of 214 Dutch kindergartners (mean age 4 years and 7 months, 46% girls and 29% monolingual speakers of Dutch). The study examined a typology of home literacy activities that explicitly addressed didactic approach and was not restricted to activities involving print. Next, the study explored the relations between activity types and children’s emergent literacy skills. Three activity categories were identified: code, oral language exposure and oral language teaching activities. Results of multilevel structural equation modeling showed that all types of home literacy activities were related to children’s oral language skills, although the association between oral language teaching and oral language skills was negative. Oral language skills were associated with children’s code and phonological skills. The outcomes indicate the existence of a more nuanced pattern of interrelations between elements of the home literacy environment and children’s literacy skills in this diverse sample than observed before.
Journal Article
Transformative Learning in a Mexican American Mothers’ Book Club
In this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish–English) parent book club with a chapter book from their children’s elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning during comprehension‐related activities. Specifically, the authors examined how these women came to better understand their identities as literate individuals capable of assisting peers and their children’s literacy learning. Analysis of interviews and book club session transcripts, written and artistic artifacts, and researcher reflective journal entries revealed that during reflective dialogue, participants assumed all of Brooks and Browne’s (2012) homeplace reader positions (ethnic group, community, family, and peers) and the additional positions of empowerment and action.
Journal Article
Home Literacy Environment and Children’s Literacy Skills in Grade 2
We investigated the extent to which different aspects of home literacy environment (HLE) relate to literacy skills among Grade 2 students in Lithuania. The participants were Lithuanian second-graders (n = 522; 48% girls; Mage = 8.29 years, SD = .32) and their parents (88.3% mothers). Children were tested in their language and literacy skills; whereas parents completed questionnaires concerning HLE. We ran three hierarchical regression models to predict children’s sentence reading fluency, spelling to dictation, and reading comprehension. Control variables (parental education, child gender, vocabulary and word reading fluency) were entered at the first step; the four variables of HLE (teaching of literacy, reading to a child, access to literacy resources, child’s own independent reading) were entered at the second step. The results showed that HLE variables added a significant amount of explained variance to the regression models (5.4% for sentence reading fluency, 4.8% for spelling, and 4.9% for reading comprehension). Overall, the results suggest that in order to promote children’s literacy skills in Grade 2 most effectively, parents should provide access to literacy resources and create opportunities for children’s independent reading. When considering all HLE factors together in one analysis, children’s actual independent reading of the reading materials emerged as an important factor in their success in reading and spelling.
Journal Article