The relationship between parental involvement in early literacy activities and student reading performance in KG1 in an EFL context (Record no. 20077)

MARC details
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210142114.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jarrah, Bonnie
Miscellaneous information Master Arts
245 14 - TITLE STATEMENT
Title The relationship between parental involvement in early literacy activities and student reading performance in KG1 in an EFL context
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences, department of English and Literature
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 115 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study investigates the need for early literacy experiences and provides evidence that reading success starts at home. It examines the relationship between early literacy activities and reading performance in a group of four-year-old children residing in Northern Lebanon by comparing their reading performance on the KG1 English language arts tests in an EFL context with the frequency of literacy activities their parents reportedly did with them. The children’s performance on the tests was used to decipher the influence of the early literacy activities parents practiced with them at home. The development of early literacy is examined focusing on the mother and father’s level of education, the children’s main and second spoken language, the literacy environment at home and the participants’ academic performance on the KG1 English language art tests. The parents’ role in early literacy achievement is highlighted, noting the significance of parental attitude towards reading and the influence of parental modelling. This thesis concludes by asserting that the literacy environment at home is the most essential reading environment for children and that it is imperative that parents expose children to early literacy activities and quality literature at an early age. All in all, both research evidence and this study’s results show that for children to become efficient readers, parents should frequently practice early literacy activities with them at an early age and also surround them with a rich literacy environment at home.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Etablissement scolaire et parents
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Kindergarten English Language Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Maternelle L’enseignement de la Langue Anglaise
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element School and Parents
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المدرسة والأهل
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element رياض الأطفال تعليم اللغة الانكليزية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27989">http://search.shamaa.org/FullRecord?ID=27989</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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