The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development

By S. Sonnenschein, Kimberly Munsterman. 2002

343 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/69253bc5952744d474942bb15b2f75414e59b4bf

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds (2008, background): “Interestingly, Sonnenschein and Munsterman (2002) found that whereas reading frequency was significantly correlated with phonemic awareness and print orientation in 5-year-olds, the affective quality of the reading interaction predicted children's motivation for reading.”
Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, methodology): “Given previous research linking the affective quality of book reading to children’s early literacy skills (Bus & van Ijzendoorn, 1988) and reading motivation (Sonnenschein & Munsterman, 2002), such a finding is hardly surprising.”
Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups (2007, background): “We found only one study in which the researchers examined the relationship between HLE (but focusing on parental reading frequency only), parental mediation level during a book reading activity, and childrens EL levels (see Sonnenschein & Munsterman, 2002 ).”
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, result): “The positive effects for the quality of reading experiences (as differentiated from quantity, or frequency) have found support in both correlational descriptive studies and experimental studies (e.g., Bennett, Weigel, & Martin, 2002; Leseman & van den Boom, 1999; Payne, Whitehurst, & Angell, 1994; S”
Telling Stories and Making Books: Evidence for an Intervention to Help Parents in Migrant Head Start Families Support Their Children's Language and Literacy (2010, background): “…including many of the activities that were incorporated into the SHELLS intervention: talking, conversing, telling stories, reading books, and retelling and rereading those stories and books (Bennett et al., 2002; Roberts et al., 2005; Sonnenschein & Munsterman, 2002; Weigel et al., 2005).”
Early mathematical experiences: Observing young Black and White children’s everyday activities (2004, background): “There are, of course, many other studies that rely on parental reports of their children’s engagement in early literacy (e.g.,Bennett, Weigel, & Martin, 2002) and on experimental research designed to evaluate the ways in which parents read with their children (Sonnenschein & Munsterman, 2002).”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “Parents who emphasize the importance of engaging their young children’s interest in reading have children who choose to read more frequently which, in turn, positively predicts their reading development [30].”
Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties (2012, methodology): “Although published studies have not used child-report measures of preschool children’s literacy interest, child self-report measures have been used with older children (e.g., Frijters et al., 2000; Sonnenschein & Munsterman, 2002).”