Direct and Mediated Influences of Home Literacy and Literacy Interest on Prereaders' Oral Vocabulary and Early Written Language Skill.

By Jan C. Frijters, Roderick W. Barron, M. Brunello. 2000

412 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/4415b7db4e1f050b5ff46b009c15fe44b1c812c3

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, background): “For example, early home literacy environment (HLE) has been found to be associated with children’s phonological awareness (PA; Burgess, 1997, 2002; Crain-Thoreson & Dale, 1992; Frijters et al., 2000; Sénéchal et al., 1998), but in other studies, the role of HLE has been shown to be relatively smalle”
Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties (2012, methodology): “These findings are consistent with previous studies using child-reported literacy interest measures with older children (Frijters et al., 2000) and with studies using different methods of measuring child interest (e.g., parentreport, observation) with preschool children (Bracken & Fischel, 2008;…”
Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, background): “…skills (Frijters, Barron, & Brunello, 2000; Sénéchal & LeFevre, 2002) but not with better phonological sensitivity, letter-name knowledge, or lettersound knowledge (Evans, Shaw, & Bell, 2000; Frijters et al., 2000) or with better reading skills in Grades 1 and 3 (Sénéchal & LeFevre, 2002).”
Preschoolers' Attention to Print During Shared Book Reading (2008, background): “This finding illuminates why little or no direct correlation between the frequency of shared book reading in the home and the development of print skills has emerged in previous studies (Evans et al., 2000; Frijters et al., 2000; Levy et al., 2006; Sénéchal et al., 1998; van Kleeck, 1998).”
Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French- and English-speaking Canadian Children (2002, background): “Parents’ knowledge of storybooks predicts children’s oral language skills (e.g., vocabulary; Frijters, Barron, and Brunello, 2000; Sénéchal, LeFevre, Thomas, and Daley, 1998) and parents’ reports of teaching their children about reading and printing words is related to children’s written language…”
Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness (2003, neutral): “, Elbro, 1990; Elbro, 1996; Elbro, Borstrom, & Petersen, 1998; Elbro, Nielsen, & Peterson, 1994; Fowler, 1991), letter knowledge (see, e.g., Barron, 1991, 1994; Frijters et al., 2000), and vocabulary (e.”
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, methodology): “Although the procedure used to assess frequency followed a common format used in the field (e.g., Bennett et al., 2002; Frijters et al., 2000; Senechal et al., 1996, 1998), other methods for assessing frequency may have yielded different results.”
Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “Children’s reading engagement as measured in preschoolers has been associated with short- and long-term outcomes in reading (Frijters et al., 2000) and has been shown to predict children’s gains within emergent literacy interventions (Justice et al.”