The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Preschool home literacy practices and children's literacy development: A longitudinal analysis.
Open accessAbstract
This 3-year longitudinal study tested and extended Sénéchal and Le Fevre's (2002) model of the relationships between pre-school home literacy practices and children's literacy and language development.Parent-child reading (home literacy environment questionnaire plus children's Title Recognition Test) and parental teaching of letters, words and name writing were assessed 6 months prior to children's school entry.The 143 children (55% males; mean age 5.36 years, SD = 0.29) attended Gold Coast, Australia government Preschools.Parent-child reading and literacy teaching were only weakly correlated (r = .18),and were related to different outcomes consistent with the original model.Age, gender, memory, and non-verbal ability were controlled.Parental teaching was independently related to Preschool Woodcock Letter-Word Identification scores (R 2 change = 4.58%, p = .008).This relationship then mediated the relationships between parental teaching and Grade 1 and 2 letter-word identification, single-word reading and spelling rates, and phonological awareness (rhyme detection and phonological deletion).Parent-child reading was independently related to Grade 1 vocabulary (R 2 change = 5.6%, p =.005).Thus, both home practices are relevant, but to different aspects of literacy and language development.
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Cites
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Cited by
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood
Mol, S. E., & Bus, A. G. (2011) · Psychological Bulletin · doi:10.1037/a0021890 · Cited by 1,299
Skwarchuk, S.-L., Sowinski, C., & LeFevre, J.-A. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.11.006 · Cited by 586
Home Literacy Environment and the beginning of reading and spelling
Niklas, F., & Schneider, W. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.10.001 · Cited by 317
Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.04.007 · Cited by 86
A shared reading intervention with parents to enhance young children's early literacy skills
Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding-Barnsley, R. (2014) · Early Child Development and Care · doi:10.1080/03004430.2013.862532 · Cited by 65
Metadata
- Authors
- Hood, M., Conlon, E., & Andrews, G.
- Venue
- Journal of Educational Psychology
- Published
- 2008-05
- Volume
- 100
- Issue
- 2
- Pages
- 252-271
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2028024439
- Cited by
- 402
- References
- 6
- FWCI
- 18.60
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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