東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Home -based family literacy practice...

Page, Jim Larkin.

FindBook

Google Book

Amazon

博客來

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations./
作者:	Page, Jim Larkin.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227027
ISBN:	9780542785498

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
Page, Jim Larkin.

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations. - 178 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.

Thesis (Ph.D.)--University of North Texas, 2006.

This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.

ISBN: 9780542785498Subjects--Topical Terms:

2122756
Reading instruction.

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
LDR:02354nmm a2200289 4500 001 2071616
005 20160708102954.5
008 170521s2006 ||||||||||||||||| ||eng d
020 $a 9780542785498
035 $a (MiAaPQ)AAI3227027
035 $a AAI3227027
040 $a MiAaPQ $c MiAaPQ
100 1 $a Page, Jim Larkin. $3 3186768
245 1 0 $a Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.
500 $a Advisers: Alexandra Leavell; Leslie Patterson.
502 $a Thesis (Ph.D.)--University of North Texas, 2006.
520 $a This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.
590 $a School code: 0158.
650 4 $a Reading instruction. $3 2122756
650 4 $a Individual & family studies. $3 2122770
650 4 $a Hispanic American studies. $3 2122745
690 $a 0535
690 $a 0628
690 $a 0737
710 2 $a University of North Texas. $3 1017396
773 0 $t Dissertation Abstracts International $g 67-08A.
790 $a 0158
791 $a Ph.D.
792 $a 2006
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227027