Parent-child pre-school activities can affect the development of literacy skills

By Clare Wood. 2002

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/309aae510f0dd0a046274754f3441183486abc27

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’ (2014, background): “Children who have spent more time engaging in shared storybook reading have larger, more advanced vocabularies and stronger language comprehension skills (Bus, van Ijendoorn, & Pellegrini, 1995; National Center for Family Literacy, 2008; Whitehurst et al., 1988; Wood, 2002).”
Preschool home literacy practices and children's literacy development: A longitudinal analysis. (2008, background): “), yet far fewer parents engage in teaching than in storybook reading with pre-school children (Wood, 2002).”
Home‐based Parental Involvement in Young Children’s Education: Examining the effects of maternal education across U.S. ethnic groups (2007, background): “Learning-stimulating activities have been shown to enhance children’s development and learning (Bradley, Corwyn, Burchinal, McAdoo, & García Coll, 2001; Crane, 1996; Gottfried, Fleming, & Gottfried, 1998; Wood, 2002), yet research on the frequencies of young children’s activities has been largely li”
The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (2009, background): “However, far fewer parents engage preschool children in these types of interactions (Wood, 2002).”
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. (2011, background): “For instance, book sharing is thought to support school readiness (e.g., Duursma, 2007; Wood, 2002) and the acquisition of conventional reading skills in the primary grades (e.”
African Americans and Boys : Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills. (2010, background): “shared book reading, singing and playing language games, parent teaching literacy, letter-based activities; frequency of literacy activities and number of books in the home) have shown modest to strong effects on emergent literacy skills in the primary years of school (Payne, Whitehurst, & Angell, 1”
Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, result): “…language complexity (e.g. Crain-Thoreson & Dale, 1999), narrative skills (e.g. Harkins, Koch & Michel, 1994), phonological awareness (e.g. Burgess, 1997), print awareness (e.g. Justice & Ezell, 2000), letter awareness (e.g. Mason, Kerr, Sinha & McCormick, 1990) and reading skills (e.g. Wood, 2002).”