The contribution of early home literacy activities to first grade reading and writing achievements in Arabic

The contribution of early home literacy activities to first grade reading and writing... This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother–child shared book reading and joint writing). The contribution of these activities in kindergarten to children’s reading and writing at the end of first grade were evaluated, controlling for family SES and children’s early skills (vocabulary and letter naming). Eighty-eight Arabic-speaking children and their mothers participated in the study. Results revealed that family SES, children’s early skills and home literacy activities in kindergarten correlated with children’s achievements at the end of first grade. Joint writing contributed significantly to children’s literacy in first grade and the contribution of shared reading was almost significant. Joint writing was found to contribute to children’s literacy achievements in first grade beyond book reading. The study extends our knowledge on literacy acquisition in Arabic, highlighting the significance of early parent–child literacy activities as a predictor of Arabic-speaking children’s literacy achievements in school. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The contribution of early home literacy activities to first grade reading and writing achievements in Arabic

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9430-y
Publisher site
See Article on Publisher Site

References

  • Effects of exposure to literary Arabic on reading comprehension in a diglossic situation
    Abu-Rabia, S
  • The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective
    Aram, D; Levin, I

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