Parents' Interactions with Their First-Grade Children During Storybook Reading and Relations with Subsequent Home Reading Activity and Reading Achievement
By L. Baker, Kirsten Mackler, S. Sonnenschein, R. Serpell. 2001
197 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3a0e9e26c4e4a5be67ac738be8e89c986121d65b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Gary E. Bingham
- L. Baker
- Stacey Storch Bracken
- J. E. Fischel
- T. Pursoo
- Karen Williamson
- Mary Ann Evans
- S. Sonnenschein
In Education
- Gary E. Bingham
- L. Baker
- Stacey Storch Bracken
- J. E. Fischel
- T. Pursoo
- Karen Williamson
- Mary Ann Evans
- S. Sonnenschein
Citations in the corpus
- The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development (2002, background): “Indirect support for the notion that pleasant reading interactions may foster a child’s interest in reading comes from work by Baker, Mackler, Sonnenschein, and Serpell (2001) who found that the affective atmosphere during dyadic reading interactions between first graders and their mothers was rel”
- Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, background): “The affective quality of joint book-reading interactions is also important to children's interest in books and shared reading ( Bus, 2004 ; Ortiz, Stowe, & Arnold, 2001 ; Sonnenschein & Munsterman, 2002 ) as well as children's subsequent participation in these activities ( Baker, Mackler, Sonnensc”
- THE ROLE OF PARENTS IN MOTIVATING STRUGGLING READERS (2003, background): “Table 1 lists a variety of recommendations culled from the literature (e.g., Baker et al., 1997; Bricklin, 1991; Beers, 1996; Castle, 1994; Gains, 1989; Navin & Bates, 1987; Rasinski & Fredericks, 1988).”
- Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds (2008, background): “Positive reading interactions at a young age may also have a long-term impact; by sparking an early interest in reading, positive reading interactions may encourage children to read more, leading to greater reading achievement ( Baker, Mackler, Sonnenschein, & Serpell, 2001 ).”
- Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading (2008, background): “Both Baker, Mackler, Sonnenschein, and Serpell (2001) and Cipielewski and Stanovich (1992) found that the amount (at least an hour a day) of reading a child engaged in predicted growth of reading achievement during elementary school on different measures of reading comprehension.”
- Preschoolers' Attention to Print During Shared Book Reading (2008, background): “Although several studies have shown that adults do not typically reference print when they read storybooks to children ( Baker, Mackler, Sonnenschein, & Serpell, 2001 ; Ezell & Justice, 1998 , 2000 ; Phillips & McNaughton, 1990 ; Shapiro et al, 1997 ; van Kleeck, 1995 ), a series of studies by ”