This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 11: Research Issues in Family Literacy
Research Issues in Family Literacy
‘Family literacy research has become indispensable for a full understanding of how young children learn literacy, and how they may be taught or helped to acquire it’ (Hannon, 2003: 99). That was how Peter Hannon opened the chapter titled ‘Family literacy programmes’ in the first edition of this Handbook. In it he concentrated on the context and rationale for such programmes, and on research issues in the field. Since his chapter appeared there has been extensive further research and publication, including a detailed history and analysis of family literacy in England (Brooks et al., 2012, which should be read alongside this chapter, especially for initiatives which clearly were family literacy programmes before Taylor, 1983 ...