The relationship between the home literacy environment and the development of emergent literacy skills in Palestinian preschoolers in Lebanon. (c2017)

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dc.contributor.author Hammad, Beesan Ibrahim
dc.date.accessioned 2018-06-05T06:36:17Z
dc.date.available 2018-06-05T06:36:17Z
dc.date.copyright 2017 en_US
dc.date.issued 2018-06-05
dc.date.submitted 2017-12-08
dc.identifier.uri http://hdl.handle.net/10725/7992
dc.description.abstract Literacy acquisition can be best thought of as a developmental continuum, rather than an all-or-nothing phenomenon, that originates early on in a children’s lives before they start formal schooling. How and how often parents expose their children to literacy before entering school is vital for later literacy development. This is especially important in Palestinian children facing multiple risk factors. As a result, the home literacy environment is recognized as an important setting for children to observe others’ literacy behaviors and engage in direct and indirect literacy activities with others. Researchers hypothesize that parental teachings and storybook exposure promote emergent literacy and language skills respectively. This study used correlational analysis to examine the relationship between the different aspects of the home literacy environment using the Home Literacy Environment Questionnaire (HLEQ) and the emergent literacy and language skills of Palestinian refugee children living in Burj El-Barajneh camp. Emergent literacy and language skills were measured using Teacher Rating of Oral Language and Literacy (TROLL) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The study also aimed at demonstrating the extent to which preschool enrolment and parents’ educational levels correlate with the home literacy environments and children’s emergent literacy and language performance. The study found that the correlation between parental literacy teaching and emergent literacy skills indicates that indirect reading activities have a larger effect on the emergent literacy skills than direct ones. This has significant implications for the role of parental involvement in children’s education. Future research should consider the quality of preschool education, the emotional quality of adult-child interactions, and Palestinian refugees residing outside of refugee camps to draw better conclusions. en_US
dc.language.iso en en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.subject Children, Palestinian Arab -- Education (Preschool) -- Lebanon en_US
dc.subject Burj al-Barajinah (Lebanon : Refugee camp) en_US
dc.subject Education, Preschool -- Parent participation -- Lebanon en_US
dc.subject Home and school -- Lebanon en_US
dc.subject Literacy -- Study and teaching (Preschool) -- Lebanon en_US
dc.title The relationship between the home literacy environment and the development of emergent literacy skills in Palestinian preschoolers in Lebanon. (c2017) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 200902943 en_US
dc.author.commembers Nabhani, Mona
dc.author.commembers Bahous, Rima
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xi, 93 leaves; 30 cm. available at RNL. en_US
dc.author.advisor Kaloustian, Garene
dc.keywords Home Literacy Environment en_US
dc.keywords Palestinian Refugees en_US
dc.keywords Emergent Literacy en_US
dc.keywords Preschool en_US
dc.keywords Language en_US
dc.keywords Parental Involvement en_US
dc.description.bibliographiccitations Bibliography : leaves 64-78. en_US
dc.identifier.doi https://doi.org/10.26756/th.2018.48 en_US
dc.author.email beesan.hammad@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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