The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure
Abstract
This study examines the longitudinal relations among early literacy experiences at home and children's kindergarten literacy skills, Grade 1 word reading and spelling skills, and Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Ninety French-speaking children were tested at the end of kindergarten and Grade 1, and 65 were followed until the end of Grade 4. Parents reported in kindergarten that storybook reading occurred frequently and that they sometimes taught their child to read words. The results of hierarchical regression analyses that controlled for parent education as well as concurrent and longitudinal relations among literacy behaviors reveal that parent teaching about literacy in kindergarten directly predicted kindergarten alphabet knowledge and Grade 4 reading fluency, whereas storybook exposure directly predicted kindergarten vocabulary and the frequency with which children reported reading for pleasure in Grade 4. Moreover, storybook exposure predicted Grade 4 reading comprehension indirectly. These findings extend the Home Literacy Model proposed by Senechal and LeFevre (2002).
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Ways with Words: Language, life, and work in communities and classrooms
Heath, S. B. (1983) · Cambridge University Press eBooks · doi:10.1017/cbo9780511841057 · Cited by 5,009
Ways with Words: Language, Life and Work in Communities and Classrooms
Paffard, M., & Heath, S. B. (1984) · British Journal of Educational Studies · doi:10.2307/3121112 · Cited by 4,944
Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study
Sénéchal, M., & LeFevre, J.-A. (2002) · Child Development · doi:10.1111/1467-8624.00417 · Cited by 2,131
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995) · Review of Educational Research · doi:10.3102/00346543065001001 · Cited by 2,063
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
Juel, C. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.437 · Cited by 1,925
Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.6.934 · Cited by 1,692
Accelerating language development through picture book reading
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988) · Developmental Psychology · doi:10.1037/0012-1649.24.4.552 · Cited by 1,456
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000) · Developmental Psychology · doi:10.1037//0012-1649.36.5.596 · Cited by 1,171
(1985) · Cited by 1,060
Cited by
Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.4.947 · Cited by 1,561
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
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012) · Reading Research Quarterly · doi:10.1002/rrq.030 · Cited by 694
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
LeFevre, J., Polyzoi, E., Skwarchuk, S., Fast, L., & Sowinski, C. (2010) · International Journal of Early Years Education · doi:10.1080/09669761003693926 · Cited by 269
Metadata
- Authors
- Senechal, M.
- Venue
- Scientific Studies of Reading
- Publisher
- Informa UK Limited
- Published
- 2006-01
- Volume
- 10
- Issue
- 1
- Pages
- 59-87
- ISSN
- 1088-8438 (ISSN-L)
- 1532-799X
- OpenAlex
- W2081047424
- Cited by
- 688
- References
- 50
- FWCI
- 18.76
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. https://app.cochat.ai/papers/10.1207/s1532799xssr1001_4
- The paper
- Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading. https://doi.org/10.1207/s1532799xssr1001_4
Data sources
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.
