Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement

Journal of School Psychology

Volumn 39, Issue 5, 2001, Pages 415-438

  Baker, Linda ^a   Mackler, Kirsten ^b   Sonnenschein, Susan ^b   Serpell, Robert ^b  

^a UNIVERSITY OF MARYLAND BALTIMORE COUNTY   (United States)

^b NONE

Author keywords

Achievement; Home environment; Longitudinal study; Parent child interaction; Reading development

Indexed keywords

EID: 0035457645     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0022-4405(01)00082-6     Document Type: Article

References (30)

1. Baker, L. (1999). Opportunities at home and in the community that foster reading engagement. In J. T. Guthrie & D. Alvermann (Eds.), Engagement in Reading: Processes, Practices, and Policy Implications (pp. 105-133). New York: Teachers College Press.
2. Baker, L., Dreher, M. J., & Guthrie, J. T. (2000). Why teachers should promote reading engagement. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging Young Readers: Promoting Achievement and Motivation (pp. 1-16). New York: Guilford.
3. Baker, L., Fernandez-Fein, S., Scher, D., & Williams, H. (1998). Home experiences related to the development of word recognition. In J. Metsala & L. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 263-288). Mahwah, NJ: Erlbaum.
4. Baker, L., Mackler, K., Sonnenschein, S., Serpell, R., & Fernandez-Fein, S. (1998). Early home experiences and emergent literacy skills as contributors to children's word recognition in the primary grades. Paper presented at the Meeting of the American Educational Research Association, San Diego, CA, April.
5. Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32, 69-82.
6. Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy learning in the homes of urban preschoolers. In L. M. Morrow (Ed.), Family Literacy: Connections in Schools and Communities (pp. 236-252). Newark, DE: International Reading Association.
7. Baker, L., Serpell, R., Sonnenschein, S., Fernandez-Fein, S., & Scher, D. (1994). Contexts of Emergent Literacy: Everyday Home Experiences of Urban Pre-Kindergarten Children (Reading Research Report # 24). Athens, GA: Universities of Georgia and Maryland, National Reading Research Center.
8. Baker, L., Sonnenschein, S., & Serpell, R. (1999). A five-year comparison of actual and recommended parental practices for promoting children's literacy development. In K. Roskos & A. Bus (Chairs), Early literacy at the crossroads: Policy, practice, and promise. Symposium Presented at the Meeting of the American Educational Research Association, Montreal, QUE, Canada, April.
9. Bus, A. J., & van Ijzendoorn, M. H. (1995). Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30, 998-1015.
10. Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
11. Christelow, E. (1992). Don't Wake Up Mama! Another Five Little Monkey's Story. New York: Clarion Books.
12. DeTemple, J. M., & Beals, D. E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6, 11-19.
13. Evans, M. A., Barraball, L., & Eberle, T. (1998). Parental responses to miscues during child-to-parent book reading. Journal of Applied Developmental Psychology, 19, 67-84.
14. Heath, S. B. (1983). Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge, UK: Cambridge University Press.
15. Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation, and social emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 294-313.
16. Loh, M. J. (1988). Tucking Mommy in. New York: Orchard Books.
17. Morrow, L. M. (1988). Young children's responses to one-to-one story readings in school settings. Reading Research Quarterly, 23, 89-107.
18. Munsterman, K., & Sonnenschein, S. (1997). Qualities of storybook reading interactions and their relation to emergent literacy. Poster presented at the Meeting of the Society for Research in Child Development, Washington DC, April.
19. National Association for the Education of Young Children and the International Reading Association. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53(4), 30-46.
20. Pellegrini, A. D., Perlmutter, J. C., Galda, L., & Brody, G. H. (1990). Joint reading between black Head Start children and their mothers. Child Development, 61, 443-453.
21. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
22. Serpell, R. (1997). Critical issues: Literacy connections between school and home: How should we evaluate them? Journal of Literacy Research, 29, 587-616.
23. Serpell, R. (2001). Cultural dimensions of literacy promotion and schooling. In L. Verhoeven & C. Snow (Eds.), Literacy and Motivation (pp. 243-273). Mahwah, NJ: Erlbaum.
24. Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in parental storybook reading. Early Child Development & Care, 127-128, 47-59.
25. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
26. Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Goddard-Truitt, V., & Munsterman, K. (1997). Parental beliefs about ways to help children learn to read: The impact of an entertainment or a skills perspective. Early Child Development and Care, 127-128, 111-118.
27. Sonnenschein, S., Baker, L., Serpell, R., & Schmidt, D. (2000). Reading is a source of entertainment: The importance of the home perspective for children's literacy development. In K. A. Roskos & J. F. Christie (Eds.), Play and Literacy in Early Childhood: Research from Multiple Perspectives (pp. 125-137). Mahwah, NJ: Erlbaum.
28. Sonnenschein, S., & Schmidt, D. (2000). Fostering home and community connections to support children's reading. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging Young Readers: Promoting Achievement and Motivation (pp. 263-284). New York: Guilford.
29. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
30. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery - Revised. Allan, TX: DLM Teaching Resources.