Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life.

By H. Raikes, B. Pan, G. Luze, Catherine S. Tamis-LeMonda, Jeanne Brooks-Gunn, J. Constantine, L. Tarullo, Eileen T. Rodriguez. Child Development, 2006

671 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9625d96f2a1a7ed99e6fa3573254f73a4ca92af9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, background): “In general, implementing such interventions during the preschool years is highly beneficial, given the accumulated evidence suggesting that early childhood is a sensitive period for multiple domains of development (e.g., Bierman & Motamedi, 2015; Goswami, 2004; Klibanoff et al., 2006; Raikes et al.,”
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. (2011, methodology): “Establishing a book reading routine before the age of 2 is thought to provide children with a variety of rich linguistic input that stimulates their language development and lays the basis for continued, frequent print exposure (Duursma, 2007; K. L. Fletcher & Reese, 2005; Lyytinen, Laakso, & Poikke”
Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills (2008, background): “A number of studies have reported a stable and robust relation between shared reading and children’s vocabulary (Frijters, Barron, & Brunello, 2000; Raikes et al., 2006; Sénéchal, 2006; Sénéchal & LeFevre, 2002), although not all studies have reported a statistically significant relation (Aram,…”
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013, background): “For one, the novelty of EC books might captivate young children’s attention and draw them toward print when they might otherwise have little literary experience, as in low-income households where shared reading is less common (Raikes et al., 2006).”
Low-Income Immigrant Pupils Learning Vocabulary through Digital Picture Storybooks. (2010, background): “…studies of storybook reading (e.g., Beck & McKeown, 2001; Biemiller & Boote, 2006; Frijters, Barron, & Brunello, 2000; Hargrave & Sénéchal, 2000; Raikes et al., 2006; Sénéchal, LeFevre, Thomas, & Daley, 1998; Wasik & Bond, 2001) have included interaction with an adult as an incentive for…”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “For example, book reading and other literacy-related activities in the first two years predict the language development (particularly vocabulary size) of children from low-income families (e.g. De Temple and Snow, 2003; Raikes et al., 2006; Rodriguez et al., 2009).”
Parent–child conversations during play (2012, background): “Parent–child discourse is critical for literacy development and school readiness (e.g. Raikes et al., 2006; Rodriguez et al., 2009; Snow, Tabors, Nicholson, & Kurland, 1995), making it imperative that researchers continue to examine the earliest language environments provided by both mothers and…”
Low-Income Children's School Readiness: Parent Contributions Over the First Five Years (2009, background): “Among the Early Head Start (EHS) sample analyzed in this paper, Raikes and her colleagues (2006) found the expected links between shared book reading and child vocabulary at ages 1, 2, and 3.”