Parents-reading-related knowledge and children’s reading acquisition

详细信息    查看全文

• 作者：Megan Ladd (1)
  Sandra Martin-Chang (1)
  Kyle Levesque (1)
  
• 关键词：Children’s reading acquisition ; Reading ; related knowledge ; Teachers-reading ; related knowledge
• 刊名：Annals of Dyslexia
• 出版年：2011
• 出版时间：December 2011
• 年：2011
• 卷：61
• 期：2
• 页码：201-222
• 全文大小：244KB
• 参考文献：1. Al Otaiba, S. (2004). Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques. / Early Child Development and Care, 174, 575-89. CrossRef
  2. Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. / Early Childhood Research Quarterly, 19, 588-10. CrossRef
  3. Audet, D., Evans, M., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal–behavior relationships in junior kindergarten. / Early Education and Development, 19, 112-37. CrossRef
  4. Byrne, B., Coventry, W. L., Olson, R. K., Samuelsson, S., Corley, R., Willcutt, E. G., et al. (2009). Genetic and environmental influences on aspects of literacy and language in early childhood: Continuity and change from preschool to grade 2. / Journal of Neurolinguistics, 22, 219-36. CrossRef
  5. Byrne, B., Coventry, W. L., Olson, R. K., Wadsworth, S. J., Samuelsson, P., & Corley, S. A. (2010). “Teacher effects-in early literacy development: Evidence from a study of twins. / Journal of Educational Psychology, 102, 32-2. CrossRef
  6. Carrow-Woolfolk, E. (1995). / Oral and written language scales manual: Listening comprehension and oral expression. Minneapolis, MN: NCS Pearson, Inc.
  7. Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children’s exposure to print. / Journal of Experimental Child Psychology, 54, 74-9. CrossRef
  8. Cunningham, A., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. / Annals of Dyslexia, 54, 139-67. CrossRef
  9. Cunningham, A., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10?years later. / Developmental Psychology, 33, 934-45. CrossRef
  10. Dunn, L. M., & Dunn, D. M. (2007). / Peabody Picture Vocabulary Test (4th ed.). Toronto, ON: Pearson Education.
  11. Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents-schooling. In A. Booth & J. Dunn (Eds.), / Family-school links: How do they affect educational outcomes? (pp. 57-4). Mahwah, NJ: Lawrence Erlbaum Associates.
  12. Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. / Journal of Educational Psychology, 88, 296-04. CrossRef
  13. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. / Review of Educational Research, 71, 393-47. CrossRef
  14. Ehri, L. C., Satlow, E., & Gaskins, I. (2009). Grapo-phonemic enrichment strengths keyword analogy instruction for struggling young readers. / Reading and Writing Quarterly, 25, 162-91. CrossRef
  15. Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. / Journal of Educational Psychology, 96, 130-41. CrossRef
  16. Evans, M. A., & Shaw, D. (2008). Home grown for reading: Parental contributions to young children’s emergent literacy and word recognition. / Canadian Psychology, 49, 89-5. CrossRef
  17. Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. / Canadian Journal of Experimental Psychology, 54, 65-5. CrossRef
  18. Goswami, U., & Bryant, P. (1992). Rhyme, analogy, and children’s reading. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), / Reading acquisition (pp. 49-3). Hillsdale, NJ, England: Lawrence Erlbaum Associates.
  19. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. / RASE: Remedial & Special Education, 7, 6-0. CrossRef
  20. Government of Alberta: Education. (2011). / Tips for parents. http://education.alberta.ca/parents/role/tips.aspx/. Accessed 4 Apr 2011
  21. Gray, A., & McCutchen, D. (2006). Young readers-use of phonological information: Phonological awareness, memory, and comprehension. / Journal of Learning Disabilities, 39, 325-33. CrossRef
  22. Hatcher, P. J., Goetz, K., Snowling, M. J., Hulme, C., Gibbs, S., & Smith, G. (2006). Evidence for the effectiveness of the Early Literacy Support programme. / The British Journal of Educational Psychology, 76, 351-67. CrossRef
  23. Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. / Early Childhood Research Quarterly, 23, 330-50. CrossRef
  24. Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students-early literacy skills. / Reading Research Quarterly, 35, 524-46. CrossRef
  25. Martin-Chang, S., & Gould, O. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. / Journal of Research in Reading, 31, 273-84. CrossRef
  26. Mather, N., Vogel, S. A., Spodak, R. B., & McGrew, K. S. (1991). Use of the Woodcock-Johnson-Revised writing tests with students with learning disabilities. / Journal of Psychoeducational Assessment, 9, 296-07. CrossRef
  27. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, N., Cox, S., Potter, N. S., et al. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. / Journal of Learning Disabilities, 35, 69-6. CrossRef
  28. McCutchen, D., Harry, D., Cunningham, A., Cox, S., Sidman, S., & Covill, A. (2002). Reading teachers-knowledge of children’s literature and English phonology. / Annals of Dyslexia, 52, 207-28. CrossRef
  29. Moats, L. C., & Foorman, B. (2003). Measuring teachers' content knowledge of language and reading. / Annals of Dyslexia, 53, 23-5. CrossRef
  30. National Reading Panel (2000). / Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. http://www.nationalreadingpanel.org/publications/publications.htm. Accessed 15 Jan 2009.
  31. Olson, R., Keenan, J. Byrne, B., Samuelsson, S., Conventry, W., Corley, R., et al. (2011). Genetic and environemtnal influences on vocabulary and reading development. / Scientific Studies of Reading, 15, 26-6.
  32. Ouellette, G. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. / Journal of Educational Psychology, 98, 554-66. CrossRef
  33. Rupley, W., Blair, T. R., & Nichols, W. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. / Reading & Writing Quarterly, 25, 125-38. CrossRef
  34. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. / Developmental Review, 14, 245-02. CrossRef
  35. Sénéchal, 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, 10, 59-7. CrossRef
  36. Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. / Child Development, 73, 445-60. CrossRef
  37. Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. / Journal of Educational Psychology, 88, 506-36. CrossRef
  38. Sénéchal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. / Reading Research Quarterly, 33, 96-16. CrossRef
  39. Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. / Early Education and Development, 19, 27-4. CrossRef
  40. Shrank, F. A., McGrew, K. S., & Woodcock, R. W. (2001). / Woodcock Johnson III: Assessment service bulletin number 2. Chicago, IL: Riverside Publishing.
  41. Spear-Swerling, L., & Brucker, P. (2003). Teachers-acquisition of knowledge about English word structure. / Annals of Dyslexia, 53, 72-03. CrossRef
  42. Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. / Annals of Dyslexia, 54(2), 332-59. CrossRef
  43. Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. / Journal of Educational Psychology, 85, 211-29. CrossRef
  44. Stanovich, K. E., & Cunningham, A. E. (1997). Early reading acquisition and its relation to reading experience and ability 10?years later. / Developmental Psychology, 33, 934-45. CrossRef
  45. Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. / Reading Research Quarterly, 24, 402-33. CrossRef
  46. Stanovich, K. E., West, R. F., & Harrison, M. R. (1995). Knowledge growth and maintenance across the life span: The role of print exposure. / Developmental Psychology, 31, 811-26. CrossRef
  47. Woodcock, R., McGrew, K. S., & Mather, N. (2001). / Woodcock-Johnson III tests of achievement. Chicago, IL: Riverside Publishing Company.
  
• 作者单位：Megan Ladd (1)
  Sandra Martin-Chang (1)
  Kyle Levesque (1)
  
  1. Department of Education, Concordia University, 1455 de Maisonneuve Boulevard West, Montreal, QC, Canada, H3G 1M8
  

文摘

Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter–word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter–word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents-own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.