The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective

By Dorit Aram, I. Levin. 2004

140 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7539830e4f76d37a10408d68b9b32f49806c5d0a

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

1. Dorit Aram
2. Ofra Korat
3. Laura Young
4. Mary Ann Evans
5. Ora Segal-Drori
6. P. Klein
7. M. Sénéchal
8. Adina Shamir

In Education

1. Dorit Aram
2. Ofra Korat
3. Laura Young
4. Mary Ann Evans
5. Ora Segal-Drori
6. P. Klein
7. M. Sénéchal
8. Adina Shamir

Citations in the corpus

• Reading electronic and printed books with and without adult instruction: effects on emergent reading (2010, background): “The emergent reading level of Hebrew-speaking children in kindergarten explained 25% of the word reading (Aram & Levin, 2004) and reading comprehension in first grade ( Aram & Levin, 2004; Shatil, 1997).”
• Preschoolers' Attention to Print During Shared Book Reading (2008, background): “Activities outside of shared book reading, specifically adult mediated printing and writing activities have been shown to substantially enhance print knowledge (eg, Aram & Levin, 2004 ) and would be valuable print specific adjuncts to shared book reading for fostering attention to and memory for pr”
• Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “Moreover, home environment in terms of availability of toys and literacy stimuli may be related to caregivers’ motivation to promote their children’s literacy through joint play and activity (Aram & Levin, 2001, 2004).”
• The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review (2008, background): “There may, however, be other parent–child activities that have positive effects (e.g., Aram & Levin, 2002, 2004).”
• Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, background): “…to first grade, was found to be among the best predictors of reading and spelling acquisition in first and second graders (e.g., Aram, in press; Aram & Levin, 2004; Levin, Ravid, & Rapaport, 2001; Levin, Share & Shatil, 1996; Sénéchal, LeFevre, Thomas, & Daley, 1998). program that practiced…”