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dc.contributor.authorNeumann, Michelle M
dc.date.accessioned2018-09-28T03:00:40Z
dc.date.available2018-09-28T03:00:40Z
dc.date.issued2016
dc.identifier.issn1350-293X
dc.identifier.doi10.1080/1350293X.2016.1189722
dc.identifier.urihttp://hdl.handle.net/10072/99956
dc.description.abstractFamily socioeconomic status (SES) and home literacy practices impact upon children’s early literacy development. The present study explored where current emergent literacy and home literacy differences lie in Australian preschoolers aged three to five years from lower SES (n = 49) and higher SES (n = 52) homes. Children were assessed on letter knowledge, print concepts, and name writing. Parent literacy teaching, storybook-reading, and home literacy resource data were gathered via a home questionnaire. Duration of parent–child reading was similar for both SES groups. Lower SES parents taught their children less frequently about print compared to higher SES parents with lower SES children performing more poorly on print skills. This suggests that home reading may not be sufficiently fostering print skills in lower SES children highlighting the need for policymakers to enable lower SES parents to engage in more print-based strategies to help bridge the literacy gap.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom555
dc.relation.ispartofpageto566
dc.relation.ispartofissue4
dc.relation.ispartofjournalEuropean Early Childhood Education Research Journal
dc.relation.ispartofvolume24
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode1301
dc.titleA socioeconomic comparison of emergent literacy and home literacy in Australian preschoolers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in European Early Childhood Education Research Journal on 02 Jun 2016, available online: https://www.tandfonline.com/doi/10.1080/1350293X.2016.1189722
gro.hasfulltextFull Text
gro.griffith.authorNeumann, Michelle M.


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