Home numeracy experiences and children’s math performance in the early school years.

By Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Brenda L. Smith-Chant, Lisa A. Fast, D. Kamawar, Jeffrey Bisanz. 2009

659 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a8908fe9ad0822e54557f909eeaed7c3815308f0

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In Developmental and Educational Psychology

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Citations in the corpus

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs (2019, background): “Some academic skills, like math, develop through talk and play with caregivers before formal schooling begins (Elliott & Bachman, 2018; Huntsinger, Jose, & Luo, 2016; Lefevre et al., 2009; Niklas & Schneider, 2014; Ramani, Rowe, Eason, & Leech, 2015; Zippert & Ramani, 2017).”
Quality of the home learning environment during preschool age – Domains and contextual conditions (2013, background): “…such as book-reading, visits to the library, singing rhymes (Melhuish et al. 2008) and a variety of numeracy-related activities, including counting, identifying forms and shapes and playing board games (BlevinsKnabe and Musun-Miller 1996; LeFevre et al. 2009; Melhuish et al. 2008; Skwarchuk 2009).”
“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, background): “Prior research has found that home numeracy activities are less frequent than home literacy activities (Anders et al., 2011; LeFevre et al., 2009; Skwarchuk, 2009; Tudge & Doucet, 2004).”
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? (2010, background): “LeFevre et al. (2009) found that, for Canadian children in Kindergarten, Grade 1 and Grade 2, parents’ reports of how frequently their children engaged in direct practice of number skills were related to arithmetic fluency, as were indirect activities such as playing number-related games and…”
Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, background): “Children’s numeracy performance can be evaluated in terms of knowledge and fluency (LeFevre et al., 2009); number board game playing could facilitate both aspects.”
Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “Whereas home literacy activities comprise activities that deal with oral and written language (e.g., shared book reading, teaching letters; Sénéchal & LeFevre, 2002), home numeracy activities entail experiences regarding numbers, shapes, and digits (LeFevre et al., 2009).”
How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home? (2009, background): “Most work in the home numeracy area has relied on parental reports and questionnaire data (e.g., Musun-Miller and Blevins-Knabe 1998; LeFevre et al. 2009c ); but with demand characteristics and expectations, it is difficult to ascertain whether parental reports are consistent with behavior.”
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences (2012, methodology): “From children’s specific math and spatial experiences to chievement LeFevre et al. (2009) demonstrated that children’s arithmetic erformance in the early school years was positively predicted y frequently engaging in home activities centered on numerical kills (e.g., board and card games involving…”
Home and preschool learning environments and their relations to the development of early numeracy skills (2012, result): “These findings are supported by other tudies showing that parents of preschoolers can successfully proide their children with specific opportunities to use and extend heir early numeracy concepts and skills (Jacobs, Davis-Kean, leeker, Eccles, & Malanchuk, 2005; LeFevre, Clarke, & Stringer, 002; LeF”
Early home learning environment predicts children’s 5th grade academic skills (2019, positive): “…math-related home learning activities (such as counting and board games) relate to early math skills (Anders et al., 2012; Kleemans, Peeters, Segers, & Verhoeven, 2012; LeFevre et al., 2009; Skwarchuk, 2009; Skwarchuk, Sowinski, & LeFevre, 2014; Vandermaas‐Peeler, Nelson, Bumpass, & Sassine, 2009).”
Child and Home Predictors of Early Numeracy Skills in Kindergarten. (2012, methodology): “ferences in parent–child numeracy practices (LeFevre et al., 2009) and parents’ numeracy expectations (LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010) can partly explain individual variation in early numeracy learning.”
Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs (2015, background): “…learning activities and children’s mathematical knowledge (Blevins-Knabe & Musun-Miller, 1996; LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010; LeFevre et al., 2009; Melhuish et al., 2008; Skwarchuk, 2009) as well as between parents’ beliefs about early mathematical development and…”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “Although some parents support and promote their children’s math skills at home, parents tend to place greater emphases on literacy, as they report activities and resources related to pre-reading and literacy more often than they report numeracy-related activities and resources (Anders et al., 2012; ”
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement (2012, background): “Accordng to Bronfenbrenner and Morris (1998), children’s behavior and evelopment are influenced by their interactions within each conext, as well as the connections between settings, including joint articipation, communication, and the existence of information n each setting about the other.”
Math talk during informal learning activities in Head Start families (2015, methodology): “Caregivers completed a questionnaire that included questions adapted from LeFevre et al. (2009) and LeFevre, Polyzoi, Skwarchuk, Fast, and Sowinski (2010).”