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Title: Family iiteracy practices and their contribution to emergent literacy skills during COVID-19 pandemic
Author: Cruz, Joana
Mackaaij, Maria
Bilimória, Helena
Gandra, Daniela
Keywords: family practices
family literacy
emergent literacy
Issue Date: 2022
Publisher: John Benjamins Publishing Company
Citation: Cruz, J., Mackaaij, M., Bilimória, H., & Gandra, D. (2022). Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic. Written Language & Literacy, 25(2), 183-203.
Abstract: To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful activities. There were statistically significant differences in emergent skills, according to the frequency of family playful activities and family training and teaching activities. Results suggest that different family literacy practices are significantly correlated to all the emergent literacy skills evaluated.
Description: Publish at: Written Language & Literacy Volume 25, Issue 2
corresponding author: Full postal address: Universidade Lusíada Norte Rua de Moçambique, Nº 21 e Nº 71, 4100-346, Aldoar, Porto, Portugal
Peer reviewed: yes
ISSN: 1570-6001
Document Type: Article
Appears in Collections:[ILID-CIPD] Artigos

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