Examining the effects of home literacy and numeracy environment on early reading and math acquisition

By George Manolitsis, George K. Georgiou, Niki Tziraki. 2013

315 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/946ab0f5d7a204a89da9faacf118236728a7b003

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

A review of the relationship between parental involvement indicators and academic achievement (2018, background): “Martinez et al. (2004) Survey - Parent academic encouragement - Extracurricular encouragement - School involvement - Parental monitoring Grade Point Average (GPA) Positive”
Math talk during informal learning activities in Head Start families (2015, result): “This finding is consistent with other studies that have found a similar relation between home literacy practices and early numerical knowledge (Anders et al., 2012; LeFevre et al., 2010; Manolitsis et al., 2013).”
Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, background): “In a study of kindergarten and first-grade children, Manolitsis, Georgiou, and Tziraki (2013) found that children who showed high ability in verbal counting (counting out loud from 1–50) were more successful on a test of math fluency.”
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, result): “This indicates that, as was expected on the basis of previous findings (e.g., Hamilton et al., 2016; Manolitsis et al., 2013; Sénéchal & LeFevre, 2014), the effects of the home literacy environment on reading outcomes are fully mediated by emergent literacy skills.”
Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, methodology): “As we would assume from the home literacy model, formal literacy activities predicted letter knowledge and book exposure predicted language skills and both in turn predicted reading comprehension (Georgiou, Parrila, & Papadopoulos, 2008; Lehrl et al., 2013; Manolitsis et al., 2013; Sénéchal, 2006; S”
Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “…(Silinskas et al., 2012; Silinskas, Niemi, Lerkkanen, & Nurmi, 2013), most studies have assessed the home learning environment either before or during Kindergarten (Anders et al., 2012; Manolitsis et al., 2013; Melhuish et al., 2008; Rodriguez & Tamis-LeMonda, 2011; Son & Morrison, 2010).”