The Role of Parents in Adolescents’ Reading Motivation and Activity
By S. L. Klauda. 2009
119 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/528022841e2ea19abead4967ce2fffcf9942f0d1
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
- Brett D. Jones
- Jason W. Osborne
- Orhan Ağirdağ
- D. Kavadias
- Kenneth Hemmerechts
- M. Applegate
- Anthony J. Applegate
In Education
- Brett D. Jones
- Jason W. Osborne
- Orhan Ağirdağ
- D. Kavadias
- Kenneth Hemmerechts
- M. Applegate
- Anthony J. Applegate
Citations in the corpus
- The relationship between parental literacy involvement, socio-economic status and reading literacy (2017, background): “Parents or caregivers who are/were more involved in literacy activities also transmit to their children the value of reading (e.g. rowe 1991; Lutz Klauda 2009; Baker 2003; Mullis et al. 2009).”
- Individual Differences in Reading Development (2014, unknown): “Conditions like parents’ reading practices and beliefs may support and motivate beginning readers as well as older and more advanced readers, and consequently promote reading development within and across different developmental periods (Baker, Scher, & Mackler, 1997; Klauda, 2009).”
- The Peter Effect Revisited: Reading Habits and Attitudes of College Students (2014, background): “While it is not feasible to specify in numerical terms the influence of parents on the reading habits of their children, rich and extensive research exists that describes the role of parents in helping children become skilled and enthusiastic readers (Durkin, 1966; Hart & Risley, 1995; Klauda, 2009;”
- Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “There are a variety of background factors that influence identification with academics, including: group membership, such as race/ethnicity, gender, and social class (Majors and Billson 1992; Osborne 1995, 1997b; Steele 1992); family, peers, and community environment ( Klauda 2009 ); school climate ”