Literacy Development Begins at Home, With a Literate Home Environment (continued)

How this time is structured, therefore, is not felt to be as important as that it occurs.

In addition to having an area for reading, parents create a literate home environment when they encourage children to write regularly. Even prewriters need lots of opportunities to practice "writing." Parents can set up a chalkboard or white board in the kitchen where children can imitate them making grocery lists or writing notes to other family members.

Children also need accessibility to paper and markers and crayons, so they can "write" letters to grandparents or just do scribble writing. Parents might think about giving kids a journal so they can make daily entries, even if these private thoughts are just scribbles to the adult eye.

Alphabet letters will likewise support children's literacy. It's important that parents have different types of letters that children can move around, such as magnetic letters for the refrigerator and foam letters for the bathtub. It's also good to have alphabet blocks and puzzles, letter-shaped cookie cutters, letter stamps and stickers. Children love writing their name; these materials give them the opportunity to do so over and over again.

Audio and visual recordings related to beginning reading and writing also have their place in the home. Concept videos and DVDs that feature rhyming and children's books on tape or CD can be borrowed from the local library.

Having a literate home develops in young children a love for reading and writing. As Rasinski and Fredericks (1991, p.439) conclude, "A literate home environment doesn't teach children how to read; rather, it provides children with opportunities to enjoy reading and discover the many ways it can be used to enrich the experiences in their lives."

Families don't have to invest a lot of money in materials to have a literate home; they do, however, have to invest their time and involvement.

References

Baker, L., Sonnenschein, S., Serpell, R., & Scher, D. (1996). Early literacy at home: Children's experiences and parents' perspectives. The Reading Teacher, 50, 1, 70-73.

Goldenberg, C., Reese, L. & Gallimore, R. (August 1992). Effects of literacy materials from schools on Latino children's home experiences and early reading achievement. American Journal of Education, 100,4, 497-536.

Morrow, L.M. & Weinstein, C. S. (1986). Encouraging voluntary reading: The impact of a literature program on children's use of library centers. Reading Research Quarterly, 21, 330-336.

Rasinski, T.V. & Fredericks, A.D. (February 1991). The second best advice for parents. The Reading Teacher, 44, 6, 438-439.