Abstract
There is an emerging field in literacy research which acknowledges the potential variances in literacy practices valued by schools and families. This article reports on one instance where the rich literacy practices of a particular home environment were not recognized within the child’s school context. The data explores the impact on the child as a reader situated in dichotomous environments. This article argues for the importance of legitimising a broad range of literacy practices within schools which may serve to position a wider range of children as readers therefore promoting equitable outcomes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Anderson, J., Anderson, A., Friedrich, N., & Kim, J. E. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33–53.
Auerbach, E. (1989). Toward a socio-contextual approach to family literacy. Harvard Educational Review, 59(2), 571–588.
Bishop, R. (2008). Culturally responsive pedagogy of relations. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (4th ed., pp. 185–203). Melbourne: Cengage Learning Australia Pty Limited.
Bodie, G. D. (2011). The active-empathic listening scale (AELS): Conceptualization and evidence of validity within the interpersonal domain. Communication Quarterly, 59(3), 277–295. doi:10.1080/01463373.2011.583495.
British Council Literature. (2016). Terry Pratchett. Retrieved from https://literature.britishcouncil.org/writer/terry-pratchett.
Brooking, K. (2007). Home-school partnerships. What are they really? SET: Research Information for Teachers, 3, 14–17.
Bull, A., Brooking, K., & Campbell, R. (2008). Successful home-school partnerships. Wellington: Ministry of Education.
Chamberlain, M. (2013). Reading literacy: A summary of findings for New Zealand from the third cycle of the Progress in International Reading Literacy Study (PIRLS) 2010/11. Retrieved from https://www.educationcounts.govt.nz/publications/series/2539/114981/125045.
Compton-Lilly, C. (2003). Reading families: The literate lives of urban children. New York: Teachers College Press.
Crane, P., & O’Regan, M. (2010). Using participatory action research to improve early intervention. Canberra: Department of Families, Housing, Community Services and Indigenous Affairs, Australian Government.
Deary, T. (2003). The ruthless Romans. London: Hippo.
Department of Corrections. (2009). Prisoner skills and employment strategy 2009–2012. Retrieved from http://www.corrections.govt.nz/__data/assets/pdf_file/0009/388611/Prisoner-employment-strategy-09.pdf.
Earle, D. (2010). Labour market outcomes of skills and qualifications. Wellington: Ministry of Education.
Eide, P., & Kahn, D. (2008). Ethical issues in the qualitative researcher–participant relationship. Nursing Ethics, 15(2), 199–207.
Fletcher, J., Greenwood, J., & Parkhill, F. (2010). Are schools meeting their clients’ expectations? Parents voice their perceptions about children learning to read in schools today. Teaching and Teacher Education: An International Journal of Research and Studies, 26(3), 438–446.
Fletcher, J., Parkhill, F., Fa’afoi, A., Taleni, L. T., & O’Regan, B. (2009). Pasifika students: Teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students’ achievement in literacy and learning. Teaching and Teacher Education: An International Journal of Research and Studies, 25(1), 24–33.
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369–386.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (7th ed.). Sydney: McGraw-Hill.
Gerson, K., & Horowitz, R. (2002). Observation and interviewing: Options and choices in qualitative research. In T. May (Ed.), Qualitative research in action (pp. 199–224). London: Sage.
Gozali-Lee, E., Mueller, D., & Wilder, R. (2010). Minnesota family literacy and school readiness study: Results through year 2. Retrieved from http://ezproxy.massey.ac.nz/login? http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eric&AN=ED511598&site=ehost-live.
Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1994). The collaborative consultation model (2nd ed.). Austin, TX: Pro-ed.
Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, 38(1), 128–131.
Lam, C. M., & Kwong, W. M. (2012). The “paradox of empowerment” in parent education: A reflexive examination of parents’ pedagogical expectations. Family Relations, 61(1), 65–74.
Low, G. (Ed.). (2007). ANZACs at war: The best 12 ANZAC war stories ever! London: Carlton Books.
Luthi, D. (2014). Toying with fantasy: The postmodern playground of Terry Pratchett’s Discworld novels. Mythlore, 33(1), 125–142.
Lynch, J. (2009). Print literacy engagement of parents from low-income backgrounds: Implications for adult and family literacy programs. Journal of Adolescent & Adult Literacy, 52(6), 509–521.
Masny, D. (2005). Multiple literacyes: An alternative or beyond Freire. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Intersections and tensions (pp. 171–184). Mahwah, NJ: Lawrence Erlbaum Associates.
Miano, A. A. (2011). Schools reading parents’ worlds: Mexican immigrant mothers building family literacy networks. Multicultural Education, 18(2), 30–38.
Ministry of Education. (2001). More than words: New Zealand adult literacy strategy. Wellington: Ministry of Education.
Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media Limited.
Ministry of Education. (2009). The New Zealand curriculum reading and writing standards for years 1–8. Wellington: Learning Media Limited.
Ministry of Education. (2014). Statement of intent 2014–2018. Wellington: Ministry of Education.
Ministry of Education. (2016). 2014 achievement information. Retrieved from https://www.educationcounts.govt.nz/statistics/schooling/national-standards/National_Standards.
Nastasi, B. K., Varjas, K., Schensul, S. L., Silva, K. T., Schensul, J. J., & Ratnayake, P. (2000). The participatory intervention model: A framework for conceptualizing and promoting intervention acceptability. School Psychology Quarterly, 15, 207–232.
Purcell-Gates, V. (1996). Stories, coupons, and the “TV Guide”: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31(4), 406–428.
Robinson, P. A. (2012). Literacy engagement and parental development through even start family literacy participation. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1(1), 19–29.
Rodda, E. (1993). Rowan of Rin. Parkside: Omnibus Books.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture and Activity, 1, 209–229.
Shackford, S. (2015). Death comes for Terry Pratchett: The fantasy humorist’s beloved Discworld novels tackled liberty, authority, and self-ownership with a devastatingly light touch. Reason Magazine, 47, 68–69.
St Clair, L., Jackson, B., & Zweiback, R. (2012). Six years later: Effect of family involvement training on the language skills of children from migrant families. School Community Journal, 22(1), 9–19.
Squire, C., Davis, M., Esin, C., Andrews, M., Harrison, B., Hyden, L., et al. (2014). What is narrative research? London: Bloomsbury.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Jackson, J.H. Home Reading Versus School Reading: When Blinkered Views Disrupt Learning. NZ J Educ Stud 51, 245–255 (2016). https://doi.org/10.1007/s40841-016-0067-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40841-016-0067-7