The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study
Abstract
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children’s exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children’s reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children’s early experiences.
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Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995) · Review of Educational Research · doi:10.3102/00346543065001001 · Cited by 2,063
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Lonigan, C. J., & Whitehurst, G. J. (1998) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(99)80038-6 · Cited by 702 · cited 1×
“For example, Lonigan and Whitehurst (1998) conducted an intervention study designed to increase the vocabulary skills of 3- and 4-year-old children.”
Cunningham, A. E., & Stanovich, K. E. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.2.264 · Cited by 493
Nursery rhymes, phonological skills and reading
Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989) · Journal of Child Language · doi:10.1017/s0305000900010485 · Cited by 327
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
What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
Ouellette, G. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.554 · Cited by 1,027
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective
Barron, B. (2006) · Human Development · doi:10.1159/000094368 · Cited by 964
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Raikes, H., Alexander Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., Banks Tarullo, L., Abigail Raikes, H., & Rodriguez, E. T. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00911.x · Cited by 713
Metadata
- Authors
- Sénéchal, M., & LeFevre, J.-A.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2002-03-01
- Volume
- 73
- Issue
- 2
- Pages
- 445-460
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2171003789
- Cited by
- 2,131
- References
- 5
- FWCI
- 29.09
- Type
- journal article
- Language
- en
- Open access
- closed
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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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