The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
Home literacy activities and their influence on early literacy skills.
Abstract
The relationship between the home environments of 66 children and their language and literacy development was examined. After accounting for child age, parent education, and child ability as indexed by scores on a rapid automatized naming task and Block Design of the WPPSI-R, shared book reading at home made no contribution to the prediction of the literacy skills of letter name and letter sound knowledge in kindergarten. In contrast, home activities involving letters predicted modest and statistically significant amounts of variance. For the areas of receptive vocabulary and phonological sensitivity, neither shared book reading nor letter activities were predictive. Follow-up to mid-Grade 2 underscored the importance of letter name/sound knowledge and phonological sensitivity in kindergarten in accounting for individual differences in later achievement in reading comprehension, phonological spelling, and conventional spelling.
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Cites
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Child Development and Emergent Literacy
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Explicit syllable and phoneme segmentation in the young child
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On the Efficacy of Reading to Preschoolers
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Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
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The ability to manipulate speech sounds depends on knowing alphabetic writing
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Cited by
Literacy and health outcomes: A systematic review of the literature
DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N., & Pignone, M. P. (2004) · Journal of General Internal Medicine · doi:10.1111/j.1525-1497.2004.40153.x · Cited by 2,309
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
Socioeconomic gradients predict individual differences in neurocognitive abilities.
Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007) · Developmental Science · doi:10.1111/j.1467-7687.2007.00600.x · Cited by 1,041
Senechal, M. (2006) · Scientific Studies of Reading · doi:10.1207/s1532799xssr1001_4 · Cited by 688
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
Metadata
- Authors
- Evans, M. A., Shaw, D., & Bell, M.
- Venue
- Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale
- Published
- 2000-06
- Volume
- 54
- Issue
- 2
- Pages
- 65-75
- ISSN
- 1196-1961 (ISSN-L)
- 1878-7290
- OpenAlex
- W2091456956
- Cited by
- 451
- References
- 47
- FWCI
- 5.53
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
