The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Home and family influences on motivations for reading
Abstract
This article reviews the growing literature on home and family influences on children's motivations for reading. Children whose early encounters with literacy are enjoyable are more likely to develop a predisposition to read frequently and broadly in subsequent years. Young children's self-initiated interactions with print at home are important behavioral indexes of emerging motivations for reading. Shared storybook reading plays an important role in promoting reading motivations; when the socioemotional climate is positive, children are more interested in reading and more likely to view it as enjoyable. The beliefs held by children's parents about the purposes of reading and how children learn to read relate to children's motivations for reading. Parents who believe that reading is a source of entertainment have children with more positive views about reading than do parents who emphasize the skills aspect of reading development. These findings have important implications for offering guidance to parents and for the development of family literacy intervention programs.
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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
Baker, L., & Wigfield, A. (1999) · Reading Research Quarterly · doi:10.1598/rrq.34.4.4 · Cited by 909
Self-citationFrijters, J. C., Barron, R. W., & Brunello, M. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.3.466 · Cited by 395
The Words Children Hear: Picture Books and the Statistics for Language Learning
Montag, J. L., Jones, M. N., & Smith, L. B. (2015) · Psychological Science · doi:10.1177/0956797615594361 · Cited by 324
Kleeck, A. V. (2008) · Psychology in the Schools · doi:10.1002/pits.20314 · Cited by 271
Metadata
- Authors
- Baker, L., Scher, D., & Mackler, K.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1997-03
- Volume
- 32
- Issue
- 2
- Pages
- 69-82
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2024193990
- Cited by
- 403
- References
- 45
- FWCI
- 8.22
- 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.
