Home Reading Versus School Reading: When Blinkered Views Disrupt Learning

• Published in: New Zealand journal of educational studies Vol. 51; no. 2; pp. 245 - 255
• Main Author: Jackson, J. H.
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 01-11-2016; Springer; New Zealand Association for Research in Education
• Subjects: Children & youth; Classroom Environment; Collaboration; Context Effect; Curricula; Daily Living Skills; Education; Educational Change; Educational Environment; Educational Practices; Extracurricular Activities; Families & family life; Family Environment; Home and school; Home school relationship; Home Study; Illiteracy; Information Networks; Interpersonal Communication; Learning; Literacy; Literacy programs; Literature Reviews; Low income groups; Methodology; National Standards; Parent-teacher relationships; Parents; Parents & parenting; Partnerships in Education; Pratchett, Terry; Qualitative research; Reading; Reading Achievement; Reading comprehension; Reading Habits; Reading Improvement; Reading Instruction; Reading Skills; Researchers; School Effectiveness; School Schedules; Skills; Story Reading; Teaching; Teaching Methods; New Zealand; Reading; Situated literacy; Partnership; Parents
• ISSN: 0028-8276; 2199-4714
• DOI: 10.1007/s40841-016-0067-7

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.