Literacy in the twenty-first century: children, families and policy

References

• Adams, A. K., & Bullock, D. (1986). Apprenticeship in word use: Social convergence processes in learning categorically related nouns. In S. A. Kuczaj II & M. D. Barrett (Eds.), The development of word meaning: Progress in cognitive development research (pp. 155–197). New York, NY: Springer-Verlag.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Anastasiow, N. (1982). The adolescent parent. Baltimore, MD: Brookes.
   Google Scholar
• Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303. doi: 10.1598/RRQ.23.3.2
   Web of Science ®Google Scholar
• Auerbach, E. R. (1989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59, 165–182. doi: 10.17763/haer.59.2.h23731364l283156
   Web of Science ®Google Scholar
• Baldwin, W., & Cain, V. (1980). The children of teenage parents. Family Planning Perspectives, 12, 34–43. doi: 10.2307/2134676
   PubMedGoogle Scholar
• Children’s Defense Fund. (2004). The state of America’s children. Washington, DC: Author.
   Google Scholar
• Clay, M. (1993). Always a learner: A fable. Reading Today, 3(5), 10.
   Google Scholar
• Cochran-Smith, M. (1986). Reading to children: A model for understanding texts. In B.B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 116–138). Norwood, NJ: Ablex.
   Google Scholar
• Coleman, J. S. (1987). Families and schools. Educational Researcher, 16(6), 32–38. doi: 10.3102/0013189X016006032
   Google Scholar
• Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity (pp. 7–23). Washington, DC: Government Printing Office.
   Google Scholar
• Compton-Lilly, C., Rogers, R., & Lewis, T. Y. (2012). Analyzing epistemological considerations related to diversity: An integrative critical literature review of family literacy scholarship. Reading Research Quarterly, 47(1), 33–60. doi: 10.1002/RRQ.009
   Web of Science ®Google Scholar
• Compton-Lilly, C.F., & Gregory, E. (2013). Conversation currents: Family literacy. Language Arts, 90(6), 464–472.
   Google Scholar
• Crawford, P. A., & Zygouris-Coe, V. (2006). All in the family: Connecting home and school with family literacy. Early Childhood Education Journal, 33(4), 261–267. doi: 10.1007/s10643-005-0047-x
   Google Scholar
• Council of Chief State School Officers (CCSSO) & the National Governors Association Center for Best Practices (NGA Center). (2016). The common core state standards. Retrieved from http://www.corestandards.org/about-the-standards/
   Google Scholar
• Dail, A. R., & Payne, R. L. (2010). Recasting the role of family involvement in early literacy development: A response to the NELP report. Educational Researcher, 39(4), 330–333. doi: 10.3102/0013189X10370207
   Web of Science ®Google Scholar
• Darling, S. (2004). Family literacy: Meeting the needs of at-risk families. Phi Kappa Phi Forum, 84(2), 18–21.
   Google Scholar
• Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children's literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653–664. doi: 10.1037/0022-0663.98.4.653
   Web of Science ®Google Scholar
• Delgado-Gaitan, C. (1986). Teacher attitudes on diversity affecting student socio-academic responses: An ethnographic view. Journal of Adolescent Research, 1, 104–114.
   Google Scholar
• Delgado-Gaitan, C. (1987). Mexican adult literacy: New directions for immigrants. In S. R. Goldman & K. Trueba (Eds.), Becoming literate as a second language (pp. 9–32). Norwood, NJ: Ablex.
   Google Scholar
• Delgado-Gaitan, C. (1994). Sociocultural change through literacy: Toward the empowerment of families. In B. Ferdman, R.M. Weber, & A. Ramirez (Eds.), Literacy across languages and cultures (pp. 143–170). Albany: SUNY Press.
   Google Scholar
• Dunn, L. M. (1987). Bilingual Hispanic children on the U. S. mainland: A review of research on their cognitive, linguistic, and scholastic development. AGS Monograph. Circle Pines, NM: American Guidance Service.
   Google Scholar
• Durkin, D. (1966). Children who read early. New York, NY: Teachers College Press.
   Google Scholar
• Edwards, P. A. (1991). Fostering early literacy through parent coaching. In E. Hiebert (Ed.), Literacy for a diverse society (pp. 199–213). New York, NY: Teachers College Press.
   Google Scholar
• Elley, W. B. (1992). How in the world do students read? Hamburg: International Association for the Evaluation of Educational Achievement.
   Google Scholar
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22. doi: 10.1023/A:1009048817385
   Web of Science ®Google Scholar
• Farmer, T. W., & Farmer, E. M. Z. (2001). Developmental science, systems of care, and prevention of emotional and behavioral problems in youth. American Journal of Orthopsychiatry, 71, 171–181. doi: 10.1037/0002-9432.71.2.171
   PubMed Web of Science ®Google Scholar
• Farran, D. C. (1982). Mother-child interaction, language development and the school performance of poverty children. In L. Feagans & D. C. Farran (Eds.), The language of children reared in poverty: Implications for evaluation and intervention (pp. 19–52). New York, NY: Academic Press.
   Google Scholar
• Fitzgerald, J., Spiegel, D. L., & Cunningham, J. W. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23, 191–213.
   Web of Science ®Google Scholar
• Gadsden, V. L. (1994). Understanding family literacy: Conceptual issues facing the field. Teachers College Record, 96(1), 58–86.
   Web of Science ®Google Scholar
• Gallaher, J., Maddox, M., & Espinosa, L. (1984). Perceptions of early childhood special education: Surveys of superintendents and parents in Washington State. Journal of Early Intervention, 8(2), 141–148. doi: 10.1177/105381518400800207
   Google Scholar
• Garrett-Peters, P. T., Mokrova, I., Vernon-Feagans, L., Willoughby, M., Pan, Y., & The Family Life Project. (2016). The role of household chaos in understanding relations between early poverty and children’s academic achievement. Early Childhood Research Quarterly, 37(4), 16–25. doi: 10.1016/j.ecresq.2016.02.004
   PubMed Web of Science ®Google Scholar
• Goldenberg, C. N. (1987). Low-income Hispanic parents’ contributions to their first-grade children’s word-recognition skills. Anthropology and Education Quarterly, 18, 149–179. doi: 10.1525/aeq.1987.18.3.05x1130l
   Web of Science ®Google Scholar
• Hannon, P. (2003). Family literacy programs. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 99–111). London: SAGE.
   Google Scholar
• Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary: A vocabulary of reading and writing. Newark, DE: International Reading Association.
   Google Scholar
• Harry, B. (1992). Cultural diversity, families and the special education system. New York, NY: Teachers College Press.
   Google Scholar
• Heath, S. B. (2012). Words at work and play: Three decades in family and community life. New York, NY: Cambridge University Press.
   Google Scholar
• Hodgson, G. (1975). Do schools make a difference? In D. M. Levine & M. J. Bane (Eds.), The inequality controversy: Schooling and distributive justice (pp. 22–44). New York, NY: Basic Books.
   Google Scholar
• Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37(1), 1–15. doi: 10.1016/j.ecresq.2016.02.005
   Web of Science ®Google Scholar
• Hursh, D. (2008). High-stakes testing and the decline of teaching and learning: The real crisis in education. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35, 202–218. doi: 10.1177/0013124502239392
   Web of Science ®Google Scholar
• Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269. doi: 10.1177/0042085905274540
   Web of Science ®Google Scholar
• Kagan, S., Powell, D., Weissbourd, B., & Edward Zigler, E. F. (Eds.). (1987). America’s family support programs. New Haven, CT: Yale University Press.
   Google Scholar
• Laboratory of Comparative Human Cognition (LCHC). (1983). Culture and cognitive development. In W. Kessen (Ed.), Handbook of child psychology (Vol. 1, pp. 295–356). New York, NY: Wiley.
   Google Scholar
• Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522–527.
   Google Scholar
• Laosa, L. (1982). School, occupation, culture, and family: The impact of parental schooling on the parent-child relationship. Journal of Educational Psychology, 74(6), 791–827. doi: 10.1037/0022-0663.74.6.791
   Web of Science ®Google Scholar
• Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. London: Falmer Press.
   Google Scholar
• Madden, N. A., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30, 123–148. doi: 10.3102/00028312030001123
   Web of Science ®Google Scholar
• Manz, P. H., Hughes, C., Barnabas, E., Bracaliello, C., & Ginsburg-Block, M. (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly, 25(4), 409–431. doi: 10.1016/j.ecresq.2010.03.002
   Web of Science ®Google Scholar
• Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioral Science, 44(3), 210–221. doi: 10.1037/a0026758
   Web of Science ®Google Scholar
• Mavrogenes, N. A. (1987). Young children composing then and now: Recent research on emergent literacy. Visible Language, 21, 271–297.
   Google Scholar
• McElvany N., & Artelt C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent–Child Reading Program. Learning and Instruction, 19, 79–95. doi: 10.1016/j.learninstruc.2008.02.002
   Web of Science ®Google Scholar
• McGee, L., & Morrow, L. (2005). Teaching kindergarten literacy. New York, NY: Guilford.
   Google Scholar
• McGuinn, P. J. (2006). No Child Left Behind and the transformation of federal education policy, 1965–2005 (p. 1). Lawrence: University Press of Kansas.
   Google Scholar
• McLaren, P. (1988). Critical pedagogy, postcolonial politics and redemptive remembrance. In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction. Fortieth Yearbook of the National Reading Conference (pp. 31–48). Chicago, IL: National Reading Conference.
   Google Scholar
• Meens, D. E., & Howe, K. R. (2015). NCLB and its wake: Bad news for democracy. Teachers College Record, 117(6), 1–44.
   Web of Science ®Google Scholar
• Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. doi: 10.1080/10409280701838603
   Web of Science ®Google Scholar
• Moll, L., & Gonzalez, N. (1994). Lessons from research with language-minority children. Journal of Reading Behavior, 26(4), 439–456.
   Web of Science ®Google Scholar
• Monaghan, E. J. (1991). Family literacy in early 18th-century Boston: Cotton Mather and his children. Reading Research Quarterly, 26(4), 342–370. doi: 10.2307/747893
   Web of Science ®Google Scholar
• Moreno, R. (1991). Maternal teaching of preschool children in minority and low-status families: A critical review. Early Childhood Research Quarterly, 6, 395–410. doi: 10.1016/S0885-2006(05)80063-8
   Google Scholar
• Morrow, L. M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27, 250–273. doi: 10.2307/747794
   Web of Science ®Google Scholar
• Morrow, L. M. (2014). Literacy development in the early years: Helping children read and write. Boston, MA: Allyn & Bacon.
   Google Scholar
• Morrow, L. M., Tracey, D. H., & Maxwell, C. M. (Eds.). (1995). A survey of family literacy. Newark, DE: International Reading Association.
   Google Scholar
• Moynihan, D. P. (1965). The Negro family: The case for national action (pp. 8–28). Washington, DC: United States Department of Labor, Office of Policy, Planning, and Research.
   Google Scholar
• Mui, S., & Anderson, J. (2008). At home with the Johars: Another look at family literacy. Reading Teacher, 62(3), 234–243. doi: 10.1598/RT.62.3.5
   Web of Science ®Google Scholar
• National Center for Families Learning. (2016). Our why our capabilities our solutions. Retrieved from http://www.familieslearning.org/about-us/about-us.html
   Google Scholar
• National Reporting System for Adult Education. (2015). Adult Education and Family Literacy Act of 1998, Annual Report to Congress, Program Year 2011–12. Washington, DC: United States Department of Education, Office of Vocational and Adult Education, Adult Basic and Literacy Education. Division of Adult Education and Literacy. Retrieved from http://www.nrsweb.org/docs/OCTAEAEFLA2011-12.pdf
   Google Scholar
• Neuman, S., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30, 95–122. doi: 10.3102/00028312030001095
   Web of Science ®Google Scholar
• Nikulina, V., Widom, C. S., & Czaja, S. (2011). The role of childhood neglect and childhood poverty in predicting mental health, academic achievement and crime in adulthood. American Journal of Community Psychology, 48(3–4), 309–321. doi:10.1007/s10464-010-9385-y
   PubMed Web of Science ®Google Scholar
• Ninio, A. (1980). Picture-book reading in mother–infant dyads belonging to two subgroups in Israel. Child Development, 51(2), 587–590. doi:10.2307/1129299
   Web of Science ®Google Scholar
• Ninio, A., & Bruner, J. S. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1–15. doi: 10.1017/S0305000900001896
   Web of Science ®Google Scholar
• No Child Left Behind Act of 2001 (NCLB). (2002). Pub. L. No. 107–110, 115 Stat. 1425, 20 U.S.C.
   Google Scholar
• Norman-Jackson, J. (1982). Family interactions, language development, and primary reading achievement of black children in families of low income. Child Development, 53(2), 349–358. doi: 10.2307/1128976
   Web of Science ®Google Scholar
• Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312–334. doi: 10.1525/aeq.1987.18.4.04x0022v
   Web of Science ®Google Scholar
• Olson, S. L., Bates, J. E., & Bayles, K. (1984). Mother–infant interaction and the development of individual differences in children’s cognitive competence. Developmental Psychology, 20, 166–179. doi: 10.1037/0012-1649.20.1.166
   Web of Science ®Google Scholar
• Prins, E., & Toso, B. W. (2008). Defining and measuring parenting for educational success: A critical discourse analysis of the parent education profile. American Educational Research Journal, 45(3), 555–596. doi: 10.3102/0002831208316205
   Web of Science ®Google Scholar
• Purcell-Gates V. (2000). Family literacy. In Kamil M. L., Mosenthal P. B., Pearson P. D., & Barr R. (Eds.), Handbook of reading research (Vol. 3, pp. 853–870). Mahwah, NJ: Erlbaum.
   Google Scholar
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context (pp. 2–28). New York, NY: Oxford University Press.
   Google Scholar
• Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black–White achievement gap. Washington, DC: Economic Policy Institute.
   Google Scholar
• Saracho, O. N. (1999a). Families’ involvement in their children’s literacy development. Early Child Development and Care, 153, 121–126. doi: 10.1080/0300443991530107
   Google Scholar
• Saracho, O. N. (1999b). Promoting literacy development through school–home partnerships. International Journal of Early Childhood Education, 4, 51–70.
   Google Scholar
• Saracho, O. N. (2000). Assessing the families’ perceptions of their young children’s acquisition of literacy. Early Child Development and Care, 161, 83–91. doi: 10.1080/0030443001610107
   Google Scholar
• Saracho, O. N., & Spodek, B. (1998). A play foundation for family literacy. International Journal of Educational Research, 29, 41–50. doi: 10.1016/S0883-0355(98)00012-3
   Google Scholar
• Saracho, O. N., & Spodek, B. (2010a). Families’ selection of children’s literature books. Early Childhood Education Journal, 37(5), 401–409. doi: 10.1007/s10643-009-0365-5
   Google Scholar
• Saracho, O. N., & Spodek, B. (2010b). Parents and children engaging in storybook reading. Early Child Development and Care, 180(10), 1379–1389. doi: 10.1080/03004430903135605
   Google Scholar
• Sénéchal, 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
   Web of Science ®Google Scholar
• Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. doi: 10.1111/1467-8624.00417
   PubMed Web of Science ®Google Scholar
• Sénéchal, M., & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. doi: 10.1111/cdev.12222
   PubMed Web of Science ®Google Scholar
• Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. doi: 10.3102/0034654308320319
   Web of Science ®Google Scholar
• Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literacy in the city: The Baltimore Early Childhood Project. New York, NY: Cambridge University Press.
   Google Scholar
• Shannon, P. (2007). Reading against democracy: The broken promises of reading instruction. Portsmouth, NH: Heinemann.
   Google Scholar
• Smith, S. (1991). Two-generation program models: A new intervention strategy. Social Policy Reports: Society of Research in Child Development, 5, 1–15. doi: 10.1080/10439463.1991.9964628
   Google Scholar
• Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189. doi: 10.17763/haer.53.2.t6177w39817w2861
   Web of Science ®Google Scholar
• Stack, C. (1974). All our kin: Strategies for survival in a black community. New York, NY: Harper Torchbook.
   Google Scholar
• van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69–96. doi: 10.3102/0034654310388819
   Web of Science ®Google Scholar
• Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography, and education. New York, NY: Longman.
   Google Scholar
• Street, B. V. (2012). Society reschooling. Reading Research Quarterly, 47(2), 216–227.
   Web of Science ®Google Scholar
• Taylor, D. (1981). Family literacy: The social context of young children learning to read and write (Unpublished doctoral dissertation). Teachers College, Columbia University.
   Google Scholar
• Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann.
   Google Scholar
• Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner-city families. Portsmouth, NH: Heinemann.
   Google Scholar
• Teale, W. H. (1987). Emergent literacy: Reading and writing development in early childhood. In J. E. Readence & R. S. Baldwin (Eds.), Research in literacy: Merging perspectives. Thirty-sixth yearbook of the National Reading Conference (pp. 45–74). Rochester, NY: National Reading Conference.
   Google Scholar
• Tizard, B., & Hughes, M. (2008). Young children learning. New York, NY: John Wiley & Sons.
   Google Scholar
• Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454–1463. doi: 10.2307/1130423
   PubMed Web of Science ®Google Scholar
• Topping, K., & Wolfendale, S. (Eds.). (1985). Parental involvement in children’s reading. New York, NY: Nichols.
   Google Scholar
• Tracey, D. H. (1995). Children practicing reading at home: What we know about how parents help. In L. Morrow (Ed.), Family literacy connection in schools and communities (pp. 253–268). Newark, DE: International Reading Association.
   Google Scholar
• United States Department of Education and United States Department of Human Services. (1993). Together we can (pp. 1–4). Washington, DC: United States Department of Education and United States Department of Human Services.
   Google Scholar
• United States Department of Health and Human Services. (2005). Head Start impact study: First year findings. Retrieved from http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_finds/first_yr_finds.pdf.
   Google Scholar
• Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press. (Originally published in 1935).
   Google Scholar
• Wasik, B. H., & Van Horn, B. (2012). The role of family literacy in society. In B. H. Wasik (Ed.), Handbook of family literacy (pp. 3–17). New York, NY: Routledge.
   Google Scholar
• Weiss, H. B. (1990). Innovative models to guide family support and education policy in the 1990s: An analysis off our pioneering state programs. Cambridge, MA: Harvard Family Research Project.
   Google Scholar
• Weissbourd, B., & Kagan, S. L. (1989). Family support programs: Catalysts for change. American Journal of Orthopsychiatry, 59(1), 20–31. doi: 10.1111/j.1939-0025.1989.tb01632.x
   PubMed Web of Science ®Google Scholar
• Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
   Google Scholar
• Whiting, B. B., & Whiting, J. W. M. (1975). Children of six cultures: A psycho-cultural analysis. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wood, D. (1986). Aspects of teaching and learning. In M. P. M. Richards & P. Light (Eds.), Children of social worlds (pp. 191–212). Oxford: Blackwell.
   Google Scholar
• Wood, D., McMahon, L., & Cranstoun, Y. (1980). Working with under fives. London: Grant McIntyre.
   Google Scholar