Lasting Effects of Home Literacy on Reading Achievement in School.

By P. F. Jong, Paul M. Leseman. 2001

288 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8a680f63f2085904be30012f6092df699709b224

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, background): “Similarly, de Jong & Leseman (2001) found that, for first-grade children, the instructional and socioemotional quality of parent–child interactions was related to children’s worddecoding ability, whereas the opportunity (or frequency) of such activities was not.”
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2006, background): “The Home Literacy Model indicates no direct or indirect link between informal literacy and reading in Grade 1 (cf. de Jong & Leseman, 2001).”
Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “…their child in the reading situation by asking open-ended questions (Ninio, 1983), by discussing the story, and by elaborating on the child’s comments in verbal interactions (De Jong & Leseman, 2001; Hindman, Connor, Jewkes, & Morrison 2008; Hindman, Skibbe, & Foster, 2014; Lehrl et al., 2013).”
Preschool home literacy practices and children's literacy development: A longitudinal analysis. (2008, background): “…but which was also not addressed in the current study, is the emotional quality of the parent-child literacy interactions (Baker et al., 1998; de Jong & Leseman, 2001; Serpell et al., 2005). de Jong & Leseman found that the social- Home Practices and Literacy Development 31 emotional quality…”
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, result): “Despite the consistent support for the home literacy model (de Jong & Leseman, 2001; Kirby & Hogan, 2008; Niklas & Schneider, 2013; Silinskas, Leppänen, Aunola, Parrila, & Nurmi, 2010), existing studies have some important limitations.”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “…on characteristics of teacher sensitivity and emotional support and does not include important aspects of teacher–child interactions such as behavior guidance and the facilitation of language development (de Jong & Leseman, 2001; Gerber, Whitebook, & Weinstein, 2007; Mashburn & Pianta, 2006).”
Social Relationships and School Readiness (2006, background): “…necessary component of early relationships that foster children’s motivational and affective competencies, emotional support alone may not be sufficient for children’s development of cognitive or language competencies that also characterize a child’s readiness for school (de Jong & Leseman, 2001).”
Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, background): “Research indicates that high levels of literacy-related activities are positively related to children’s language and literacy development (Aulls & Sollars, 2003; de Jong & Leseman, 2001; Whitehurst & Lonigan, 1988).”
Academic Socialization: Understanding Parental Influences on Children's School-Related Development in the Early Years (2004, background): “…play in shaping a variety of outcomes, including vocabulary skills in the early years and later reading achievement and academic skills (Christian, Morrison, & Bryant, 1998; de Jong & Leseman, 2001; Purcell-Gates, 1996; Senechal, LeFevre, Hudson, & Lawson, 1996; Whitehurst & Lonigan, 1998).”
Child and Home Predictors of Early Numeracy Skills in Kindergarten. (2012, background): “…experiences play a unique role in acquiring literacy skills in Grade 1 and Grade 2, even after controlling for such individual literacy precursors as phonological awareness, vocabulary, and syntactic skills (De Jong & Leseman, 2001; Peeters, Verhoeven, De Moor, Van Balkom, & Van Leeuwe, 2009).”