Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills

Scientific Studies of Reading

Volumn 12, Issue 1, 2008, Pages 24-50

  Stephenson, Kathy A ^a   Parrila, Rauno K ^a   Georgiou, George K ^a   Kirby, John R ^b  

^a UNIVERSITY OF ALBERTA   (Canada)

^b Queen's University

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41249094949     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888430701746864     Document Type: Article

References (59)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Aram, D., & Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill-Palmer Quarterly, 48, 202-224.
3. Aunola, K., Nurmi, J-E., Niemi, P., Lerkkanen, M-K., & Puttonen, H. R. (2002). Developmental dynamics of achievement strategies, reading performance, and parental beliefs. Reading Research Quarterly, 37, 310-327.
4. Aunola, K., Nurmi, J.-E., Parrila, R., & Onatsu-Arvilommi, T. (2000). Behavioural Strategy Rating Scale-II. Unpublished test.
5. Bishop, A. G. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disabilities Quarterly, 26, 189-202.
6. Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 24, 465-488.
7. 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.
8. Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 408-422.
9. Byrne, B., Wadsorth, S., Corley, R., Samuelsson, S., Quain, P., DeFries, J. C., et al.(2005). Longitudinal twin study of early literacy development: Preschool and kindergarten phases. Scientific Studies of Reading, 9, 219-235.
10. Clay, M. M. (1993). An observation survey: Of early literacy achievement. Portsmouth, Nil: Heinemann.
11. Crandall, V. J., Dewey, R., Katkovsky, W., & Preston, A. (1964). Parents' attitude and behaviors and grade-school children's academic achievement. Journal of Genetic Psychology, 104, 53-66.
12. Curry, J., Parrila, R., Stephenson, K., Kirby, J. R., & Catterson, J. (2004, June). The reliability and validity of self-reported home literacy activities and print exposure measures. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Amsterdam, The Netherlands.
13. Dally, K. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98, 420-437.
14. de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
15. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition. Circle Pines, MN: American Guidance Service.
16. Empirisoft Corporation. (2000). DirectRT. New York: Author.
17. Entwisle, D. R., & Hayduk, L. A. (1978). Too great expectations: The academic outlook of young children. Baltimore: John Hopkins University Press.
18. Entwisle, D. R., & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 61, 147-159.
19. Evans, M. A., Moretti, S., Shaw, D., & Fox, M. (2002). Parent scaffolding in children's oral reading. Early Education and Development, 14, 363-388.
20. Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading. Psychological Science, 16, 913-920.
21. Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75.
22. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9, 36-47.
23. Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466-477.
24. Galloway, D., Leo, E. L., Rogers, R., & Armstrong, D. (1995). Motivational styles in English and mathematics among children identified as having special educational needs. British Journal of Educational Psychology, 65, 477-487.
25. Galper, A., Wigfield, A., & Seefeldt, C. (1997). Head start parents' beliefs about their children's abilities, task values, and performance on different activities. Child Development, 68, 897-907.
26. Gill, S., & Reynolds, A. J. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology, 37, 403-424.
27. Hagtvet, B. E. (2000). Prevention and prediction of reading problems. In A. Badian (Ed.), Prediction and prevention of reading failure (pp. 105-132). Baltimore: York Press.
28. Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89, 527-537.
29. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.
30. Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Pre-schoolers, print and storybooks: An observational study using eye movement analysis. Journal of Research in Reading, 28, 229-243.
31. Kirby, J. R., & Hogan, B. E. (Submitted 2007). Family literacy practices and socioeconomic status as predictors of early literacy development. Faculty of Education, Queen's University, Kingston, Ontario, Canada.
32. Kirby, J. R., Parrila, R. K., & Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453-464.
33. Lepola, J., Poskiparta, E., Laakkonen, E., & Niemi, P. (2005). Development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9, 367-399.
34. Lepola, J., Salonen, P., & Vauras, M. (2000). The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction, 10, 153-177.
35. Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
36. Lonigan, C. J., & Whitehurst, G.L. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290.
37. Mantzicopoulos, P. (1990). Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies. Psychology in the Schools, 27, 138-143.
38. Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). "If I don't do well tomorrow, there's areason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
39. Murphey, D. A. (1992). Constructing the child: Relations between parents' beliefs and child outcomes. Developmental Review, 12, 199-232.
40. Onatsu-Arvilommi, T. P., & Nurmi, J.-E. (2000). The role of task-focused and task-avoidant behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92, 478-491.
41. Parrila, R., Kirby, J. R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development. Scientific Studies of Reading, 8, 3-26.
42. Poskiparta, E., Niemi, P., Lepola, J., Ahtola, A., & Laine, P. (2003). Motivational-emotional vulnerability and difficulties in learning to read and spell. British Journal of Educational Psychology, 73, 187-206.
43. Raven, J. C. (1956). Coloured Progressive Matrices, Sets A, AB, B. London: H. K. Lewis.
44. Salonen, P., Lepola, J., & Niemi, P. (1998). The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness. European Journal of Educational Psychology, 2, 155-173.
45. Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Pasquale, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York.
46. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
47. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
48. Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
49. 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, 520-536.
50. 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, 96-116.
51. Sigel, I. B. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental beliefs systems: The psychological consequences for children (345-371). Hillsdale, NJ: Lawrence Erlbaum Associates.
52. Stevenson, H. W., Parker, T., Wilkinson, A., Hegion, A., & Fish, E. (1976). Predictive value of teachers' ratings of young children. Journal of Educational Psychology, 68, 507-517.
53. rd ed.). New York: Harper Collins College.
54. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of Word Reading Efficiency. Austin, TX: PRO-ED.
55. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
56. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
57. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, A. S., Barker, T. A., Burgess, S. R., et al.(1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
58. Whitehurst, G. L., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
59. Woodcock, R. J. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.