Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills

By Kathy Stephenson, Rauno Parrila, George K. Georgiou, John R. Kirby. 2008

207 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2fd8ca8134c40ca02b0774892b58cc66619b7575

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. George K. Georgiou

In Developmental and Educational Psychology

1. Anna-Maija Poikkeus
2. Jari Nurmi
3. George K. Georgiou
4. G. Šilinskas
5. Marja‐Kristiina Lerkkanen
6. Wei Wei
7. Asko Tolvanen
8. P. Niemi

In Education

1. G. Šilinskas
2. George K. Georgiou
3. Jari Nurmi
4. Anna-Maija Poikkeus
5. Marja‐Kristiina Lerkkanen
6. P. Niemi
7. Wei Wei
8. Asko Tolvanen

Citations in the corpus

• The frequency of parents' reading-related activities at home and children's reading skills during kindergarten and Grade 1☆ (2012, result): “Third, most of the previous studies have used reports by the parent who considers himself/herself as the one more involved in children's schooling (Chen & Stevenson, 1989; Evans et al., 2000; Foy & Mann, 2003; Sénéchal & LeFevre, 2002; Stephenson et al., 2008), which may not provide a full picture o”
• Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “Several studies have shown that formal literacy activities contribute to reading through the effects of letter knowledge (Evans, Shaw, & Bell, 2000; Sénéchal & LeFevre, 2002; Stephenson et al., 2008).”