The link between preschoolers' phonological awareness and mothers' book-reading and reminiscing practices in low-income families

Journal of Literacy Research

Volumn 44, Issue 4, 2012, Pages 426-447

  Leyva, Diana ^a   Sparks, Alison ^b   Reese, Elaine ^c  

^a HARVARD UNIVERSITY   (United States)

^b AMHERST COLLEGE   (United States)

^c UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

Book reading; Low income families; Maternal elaboration; Phonological awareness; Vocabulary

Indexed keywords

EID: 84878414134     PISSN: 1086296X     EISSN: 15548430     Source Type: Journal    
DOI: 10.1177/1086296X12460040     Document Type: Article

References (86)

1. Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological sensitivity: Converging evidence from four studies of preschool and early grade-school children. Journal of Educational Psychology, 96, 43-55.
2. Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
3. Atance, C. M., & O'Neill, D. K. (2005). Preschoolers' talk about future situations. First Language, 25, 5-18.
4. Avons, S. E., Wragg, C. A., Cupples, L., & Lovegrove, W. J. (1998). Measures of phonological memory and their relationship to vocabulary development. Applied Psycholinguistics, 19, 538-601.
5. Blachman, B. (2000). Phonological awareness. In M. Kamil & P. Mosenthal (Eds.), Handbook of reading research (Vol. 3, pp. 483-502). Mahwah, NJ: Lawrence Erlbaum.
6. Bowey, J. A. (2001). Nonword repetition and young children's receptive vocabulary: A longitudinal study. Applied Psycholinguistics, 22, 441-469.
7. Brady, S. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 21-47). Mahwah, NJ: Lawrence Erlbaum.
8. Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
9. Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
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. Cazden, C. (1972). Child language and education. Albany, NY: Holt McDougal.
12. Chow, B. W. Y., & McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development, 14, 233-248.
13. DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20.
14. DeBaryshe, B. D., Binder, J. C., & Buell, M. J. (2000). Mother's implicit theories of early literacy instruction: Implications for children's reading and writing. Early Child Development and Care, 160, 119-131.
15. Dickinson, D. K., & McCabe, A. (1991). A social interactionist account of language and literacy development. In J. F. Kavanagh (Ed.), The language continuum (pp. 1-40). Parkton, MD: York Press.
16. Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481.
17. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes.
18. Doherty, M., & Perner, J. (1998). Metalinguistic awareness and theory of mind: Just two words for the same thing? Cognitive Development, 13, 279-305.
19. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Service.
20. Edwards, P. (1992). Involving parents in building reading instruction for African-American children. Theory Into Practice, 31, 350-359.
21. Ezell, H. K., Justice, L. M., & Parsons, D. (2000). Enhancing the emergent literacy skills of preschoolers with communication disorders: A pilot investigation. Child Language Teaching and Therapy, 16, 121-140.
22. Farrar, M. J., & Ashwell, S. A. (2008). The role of representational ability in the development of phonological awareness in preschool children. In K. B. Cartwright (Ed.), Literacy processes: Cognitive flexibility in learning and teaching (pp. 71-89). New York, NY: Guilford.
23. Fivush, R., Haden, C. A., & Reese, E. (2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socioemotional development. Child Development, 77, 1568-1588.
24. Fivush, R., & Nelson, K. (2006). Parent-child reminiscing locates the self in the past. British Journal of Developmental Psychology, 24, 235-251.
25. Flannagan, D. (1997). Associations between the school-related beliefs of Mexican-American and Anglo-American mothers and children. Journal of Applied Developmental Psychology, 18, 603-617.
26. Gathercole, S. E., Service, E., Hitch, G. J., Adams, A. M., & Martin, A. J. (1999). Phonological memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.
27. Georges, A., Brooks-Gunn, J., & Malone, L. M. (2012). Links between young children's behavior and achievement: The role of social class and classroom composition. American Behavioral Sciences, 56, 961-990.
28. Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Dyslexia, 6, 133-151.
29. Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24, 123-147.
30. Haden, C. (1998). Reminiscing with different children: Relating maternal stylistic consistency and sibling similarity in talk about the past. Developmental Psychology, 34, 99-114.
31. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
32. Heath, S. B. (1983). Ways with words: Language, life, and work in the communities and classrooms. New York, NY: Cambridge University Press.
33. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55-88.
34. Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.
35. 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, 524-546.
36. Jusczyk, P. W. (1993). From general to language specific capacities: The WRAPSA model of how speech perception develops. Journal of Phonetics, 21, 3-28.
37. Laible, D. (2004). Mother-child discourse in two contexts: Links with child temperament, attachment security, and socioemotional competence. Developmental Psychology, 40, 979-992.
38. Leyva, D., Reese, E., Grolnick, W., & Price, C. (2008). Elaboration and autonomy support in low-income mothers' reminiscing: Links to children's autobiographical narratives. Journal of Cognition and Development, 94, 363-389.
39. Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data. Hoboken, NJ: John Wiley.
40. Little, T., Schnabel, K., & Baumert, J. (Eds.). (2000). Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples. Mahwah, NJ: Lawrence Erlbaum.
41. Lonigan, C. J., Burgess, S. R., & Anthony, J. A. (2000). Development of emergent literacy and reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36, 596-613.
42. Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90, 294-311.
43. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
44. McBride-Chang, C., Cho, J., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140-160.
45. McBride-Chang, C., Wagner, R. K., & Chang, L. (1997). Growing modeling of phonological awareness. Journal of Educational Psychology, 89, 1836-1856.
46. Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
47. Metsala, J. L., & Walley, A. (1998). Spoken vocabulary growth and segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum.
48. Meyer, M. (1989). Just shopping with mom. Racine, WI: Western.
49. Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of parent-child dialogic readings: A meta-analysis. Early Education and Development, 19, 7-26.
50. Mullen, M. K., & Yi, S. (1995). The cultural context of talk about the past: Implications for the development of autobiographical memory. Cognitive Development, 10, 407-419.
51. O'Neill, D. K., Pearce, M. J., & Pick, J. L. (2004). Preschool children's narratives and performance on the Peabody Individualized Achievement Test-Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24, 149-183.
52. Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76, 763-782.
53. Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49-67.
54. Peterson, C., & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30, 937-948.
55. Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., Rodriguez, E. T. (2006). Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924-953.
56. Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness and children's reading. British Journal of Developmental Psychology, 8, 209-225.
57. Reese, E., Divers, S., & Robertson, S.-J. (2011, July). Having pun with your kids: The role of parents' wordplay in children's phonological development. Paper presented at the Australasian Human Development Conference, Dunedin, New Zealand.
58. Reese, E., Hayne, H., & MacDonald, S. (2008). Looking back to the future: Māori and Pakeha mother-child birth stories. Child Development, 79, 114-125.
59. Reese, E., & Newcombe, R. (2007). Training mothers in elaborative reminiscing enhances children's autobiographical memory and narrative. Child Development, 78, 1153-1170.
60. Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children's language and emergent literacy. Journal of Early Childhood Literacy, 10, 97-117.
61. Rubin, D. B. (1976). Inference and missing data. Biometrika, 63, 581-592.
62. Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: John Wiley.
63. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford.
64. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
65. Schafer, J. L. (1997). Analysis of incomplete multivariate data. London, UK: Chapman & Hall.
66. Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of art. Psychological Methods, 7, 147-177.
67. 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.
68. 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.
69. Sinharay, S., Stern, H. S., & Russell, D. (2001). The use of multiple imputation for the analysis of missing data. Psychological Methods, 6, 317-329.
70. Snow, C. E. (1983). Literacy and language: Relations during the preschool years. Harvard Educational Review, 53, 165-189.
71. Snow, C. E., & Beals, D. (2006). Mealtime talk that supports literacy development. New Directions for Child and Adolescent Development, 1, 51-66.
72. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
73. Snow, C. E., & Dickinson, D. K. (1990). Social sources of narrative skills at home and at school. First Language, 10, 87-103.
74. Snowling, M. J. (2001). From language to reading and dyslexia. Dyslexia, 7, 37-46.
75. Sparks, A., & Reese, E. (2012). From reminiscing to reading: Home contributions to children's developing language and literacy in low-income families. First Language. Advance online publication. doi:10.1177/0142723711433583
76. Stipek, D., Milburn, S., Clements, D., & Daniels, D. H. (1992). Parents' beliefs about appropriate education for young children. Journal of Applied Developmental Psychology, 13, 293-310.
77. Tabors, P. O., Snow, C., & Dickinson, D. K. (2001). Homes and schools together. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 313-334). Baltimore, MD: Brookes.
78. Wagner, R. K., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
79. Wang, Q. (2001). Did you have fun? American and Chinese mother-child conversations about shared emotional experiences. Cognitive Development, 16, 693-715.
80. Westby, C. (2010). Multiliteracies: The changing world of communication. Topics in Language Disorders, 30, 64-71.
81. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low income families. Developmental Psychology, 30, 679-689.
82. Whitehurst, G. J., & Lonigan, C. A. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
83. Whitehurst, G. J., & Lonigan, C. A. (2001). Emergent literacy: Development from pre-readers to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York, NY: Guilford.
84. Widaman, K. F. (2006). Missing data: What to do with or without them. Monographs of the Society for Research in Child Development, 71(3), 42-62.
85. Williams, K. T. (1997). Expressive Vocabulary Test (1st ed.). Circle Pines, MN: American Guidance Service.
86. Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093-1109.