Literacy beliefs and practices in Chilean families with different educational backgrounds;Creencias y prácticas de literacidad en familias chilenas con distintos niveles educativos

Revista Latinoamericana de Psicologia

Volumn 39, Issue 2, 2007, Pages 239-251

  Susperreguy, María Inés ^a   Strasser, Katherine ^a   Lissi, María Rosa ^a   Mendive, Susana ^a  

^a PONTIFICIA UNIVERSIDAD CATÓLICA DE CHILE   (Chile)

Author keywords

Beliefs; Family; Joint storybook reading; Literacy

Indexed keywords

EID: 35348872670     PISSN: 01200534     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (45)

1. Adams, J. (1990). Beginning to read: Thinking and learning about print. Cambridge: Editorial Palatino.
2. Baker, L., Scher, D. & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32, 69-82.
3. Borzone de Manrique, A. (1994). Leer y escribir a los cinco. Buenos Aires: Editorial Aique.
4. Braslavsky, B. (2000). Las nuevas perspectivas de la alfabetizació n temprana. Lectura y Vida, 21, 32-43.
5. Bus, A. (2001). Joint caregiver-child storybook reading: A route to literacy development. En S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 179-191). New York: The Guilford Press.
6. Bus, A., van IJzendoorn, M. & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
7. Condemarín, M. (2001). El poder de leer. Edición especial para el Programa de las 900 escuelas. Santiago, Chile: División de Educación General Ministerio de Educación de la Rep-blica de Chile.
8. Condemarin, M. (2002). Falsas concepciones sobre la competencia lingüística, los valores y la cultura de los niños y niñas provenientes de familias pobres. Lectura y Vida, 23, 16-22.
9. DeBaryshe, B. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20.
10. DeBaryshe, B. & Binder, J. (1994). Developmental of an instrument for measurin parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
11. DeBaryshe, B., Binder, J. & Buell, M. (2000). Mothers' implicit theories of early literacy instruccion: Implications for children's readind and writing. Early Child Development and Care, 160, 119-131.
12. de Jong, P. & Leseman, P. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39, 389-414.
13. Dickinson, D. K. & Tabors, P. O. (2001). Beginning literacy with language. Baltimore: Paul H. Brooks Publishing Co.
14. Elliot, J. & Hewison, J. (1994). Comprehension and interest in home reading. British Journal of Educational Psychology, 64, 203-220.
15. Evans, M., Shaw, D. & Bell, M. (2000). Home literacy activites and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75.
16. 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, 191-212.
17. Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
18. Heath, S. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.
19. a Ed.). México: McGraw Hill.
20. Hu, L. & Bentier, P. (1995). Evaluating model fit. En R. Hoyle (Ed.), Structural Equating Modeling. Concepts, issues, and applications (pp. 76-117). Thousand Oaks, CA: SAGE.
21. Leseman, P. & de Jong, P. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early achievment. Reading Research Quarterly, 33, 294-318.
22. Lynch, J., Anderson, J., Anderson, A. & Shapiro, J. (2006). Parents' beliefs about young children's literacy development and parents' literacy behaviors. Reading Psychology, 27, 1-20.
23. Madding, C.C. (1999) Mamáe hijo: The Latino mother-infant dyad. Multicultural Electronic Journal of Communication Disorders, 1. Recuperado el 02 de agosto, 2005, desde http://www.asha.ucf.edu/madding3.html.
24. Mella, O. & Ortiz, I. (1999). Rendimiento escolar. Influencias diferenciales de factores externos e internos. Revista Latinoamericana de Estudios Educativos, 29, 69-92.
25. Molina, A. (2001). Leer y conversar sobre los cuentos favoritos: La lectura dialógica en la alfabetización temprana. Lectura y Vida, 22, 40-45.
26. Muthén, L. & Muthén, B. (2001). Mplus. Statistical analysis wtith latent variables: User's guide. Los Angeles, CA: Muthén & Muthén.
27. Neuman, S.B. (1999). Books make a difference: a study of access to literacy. Reading Research Quarterly, 34, 286-311.
28. Neuman, S. B., Hagedorn, T., Celano, D. & Daly, P. (1995). Toward a collaborative approach to parent involvement in early education: A study of teenage mothers in an African-American community. American Educational Research Journal, 32, 801-827.
29. OECD (2000). Literacy in the information age. Paris: Organization for Economic Cooperation and Development.
30. Ortiz, M. & Jiménez, J. (2001). Concepciones tempranas acerca del lenguaje escrito en prelectores. Infancia y Aprendizaje, 24, 215-231.
31. Pellegrini, A. (2001). Some theoretical and methodological considerations in studying literacy in social context. En S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 54-65). New York: The Guilford Press.
32. Pellegrini, D. D., Perlmutter, J. C., Galda, L. & Brody, G. H. (1990). Joint reading between black head start children and their mothers. Child Development, 61, 443-453.
33. Ramirez, A. B., Palomares, B. O. & de la Paz Ross Arguelles, G. (2003). Interés familiar, opinión del maestro y desempeño en lectura y escritura en niños de primaria. Revista Mexicana de Psicología, 20, 255-264.
34. Rescorla, L., Hyson, M. C., Hirsh-Pasek, K. & Cone, J. (1990). Academic expectations in mothers of preschool children: A psychometric attitude scale. Early Education and Development, 1, 165-184.
35. Romero, S. (2004). Términos de referencia. Identificació n de los antecedentes socio-culturales de los alumnos que ingresan al preescolar en seis escuelas públicas de Costa Rica. Manuscrito no publicado, Proyecto ADA, Costa Rica.
36. Sénéchal, M. & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 23, 445-460.
37. Sénéchal, M., LeFevre, J., Hudson, E. & Lawson, P. (1996). Knowledge of storybooks as a predictor of children's vocabulary. Journal of Educational Psychology, 88, 520-536.
38. Sénéchal, M., Lefevre, J., Thomas, E. & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
39. SERNAM (2003). Cuidado Infantil. Documento electrónico. Recuperado el 18 de abril, 2007, de http/www.sernam.cl
40. Sonnenschein, S., Brody, G. & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, D. & Reinking (Eds.), Developing engaged readers in school and communities (pp. 1-20). Mahwah, NJ: Erlbaum.
41. Strasser, K. & Sulzby, E. (2005). Informe de resultados Proyecto Fondecyt de Cooperación Internacional N° 7040080. Santiago: Pontificia Universidad Católica de Chile, Escuela de Psicología.
42. US Census Bureau. Who's Minding the Kids? Child Care Arrangements: Winter 2002 Recuperado de http://www.census.gov/population/www/socdemo/child/ppl-177. html, el 23 de abril de 2007.
43. Wasik, B. & Hendrickson, J. (2004). Family literacy practices. En C. Addison, E. Silliman, B. Ehren & K. Apel (Eds.), Handbook of language and literacy (pp. 154-174). New York: The Guilford Press.
44. Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers' literacy beliefs: Connections with the home literacy environment and preschool children's literacy development. Journal of Early Childhood Literacy, 6, 191-211.
45. Whitehurst, G. & Lonigan, CH. (1998). Child development and emergent literacy. Child Development, 69, 848-872.