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LITERACY IN THE HOME AND BETWEEN THE HOME AND THE SCHOOL

SELECTED READINGS

Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235–251. doi:10.1037/0022-0663.100.2.235

Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2013). Beyond bedtime stories: a parent’s guide to promoting reading, writing and other literacy skills from birth to 5 (2nd Ed.). New York: Scholastic.

Bus, A. G. (2001). Parent-child book reading through the lens of attachment theory. In L. Verhoeven & Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 39–54). Mahwah, NJ: Lawrence Erlbaum Associates.

Cairney, T. H. (2000). Beyond the Classroom Walls: The rediscovery of the family and community as partners in education. Educational Review, 52(2), 163–174. doi:10.1080/713664041

Cairney, T. H. (2003). Literacy within Family Life. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 85–98). Thousand Oaks, CA: SAGE Publications.

Cairney, T. (2004). Literature and life: How text can shape lives and build communities of interest and belonging. In This paper is to be presented to the 2004 Australian Literacy Educators’ Association conference, Darling Harbour (Sydney), 4-7 July. Sydney: Australian Literacy Educators’ Association.

Cairney, T., & Ashton, J. (2002). Three Families, Multiple Discourses: Parental Roles, Constructions of Literacy and Diversity of Pedagogic Practice. Linguistics and Education, 13(3), 303–345. doi:10.1016/S0898-5898(02)00089-X

Cairney, T., & Ruge, J. (1998). Community literacy practices and schooling: toward effective support for students. Canberra City, ACT.

Cairney, T. H., & Ruge, J. (1999). Developing Partnerships: The home, school and community interface. Queensland Journal of Educational Research, 15(1), 17–24. Retrieved from http://education.curtin.edu.au/iier/qjer/qjer15/cairney1.html

Chiu, M. M., & McBride-Chang, C. (2010). Family and Reading in 41 Countries: Differences Across Cultures and Students. Scientific Studies of Reading. doi:10.1080/10888431003623520

Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391–405. doi:10.1177/0022219411431241

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. doi:10.1007/s11145-010-9233-3

Edwards, P. A.(2004) Children’s literacy development: Making it happen through school, family, and community involvement. Boston: Pearson.

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.

Espstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In F. Kaufmann & F. Losel (Eds.), Social intervention: Potential and constraints (pp. 121–136). New York: De Gruyter.

Gilkerson, J., & Richards, J. A. (2009). The power of talk: impact of adult talk, conversational turns and TV during the critical 0-4 years of child development (2nd edition) (2nd ed.).

Haneda, M. (2006). Becoming Literate in a Second Language: Connecting Home, Community, and School Literacy Practices. Theory Into Practice, 45(4), 337–345. doi:10.1207/s15430421tip4504_7

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.

Heath, S. B. (1983). Ways with words: language, life and work in communities and classrooms. Cambridge: Cambridge University Press.

Heath, S. B. (2012). Words at work and play. Cambridge: Cambridge University Press.

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Hiebert, E. H. (1993). Young children’s literacy experiences in home and school. In Reading across the life span (pp. 33-55). Springer New York.

Hill, S., Glover, A., & Colbung, M. (2011). My Favourite Book!: Young Aboriginal Children’s Book Choices. Australasian Journal of Early Childhood, 36(1), 77-84.

Kral, I. (2012). Talk, text and technology: Literacy and social practice in a remote Indigenous community (Vol. 14). Multilingual Matters.

Lynch, J. (2002). Parents’ self-efficacy beliefs, parents’ gender, children's reader achievement and gender, 25(1), 54–67.

Misson, R. (1998). Telling tales out of school. In F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 104 – 128). London: Routledge.

Neuman, S. B., Koh, S., & Dwyer, J. (2008). CHELLO: The Child/Home Environmental Language and Literacy Observation. Early Childhood Research Quarterly, 23(2), 159–172. doi:10.1016/j.ecresq.2007.11.001

Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 66 – 87). London: Cassell.

Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.

Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59–87. doi:10.1207/s1532799xssr1001_4

Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations: home and school influences on literacy. Cambridge, MA: Harvard University Press.

Taylor, B.M., & Pearson, P.D. (2004). CIERA research on learning to read – at school, at home, and in the community. The Elementary School Journal, 105(2), 167-181.

Temple, J., & Snow, C. (2001). Conversations about literacy: social mediation and psycholinguistic activity. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 55 – 70). New Jersey: Lawrence Erlbaum Associates.

Williams, G. (1998). Children entering literate worlds: perspectives from the study of textual practices. In F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 18 – 46). London: Routledge.