Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure

By M. Sénéchal. 2006

682 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bc486dba192f4e589c7f188cbe80bf6ddad449cf

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What are Preschool Teachers Reading in Their Classrooms? (2011, background): “…related to quality of instruction (e.g., Cirino, Pollard-Durodola, Foorman, Carlson, & Francis, 2007), there is some evidence that, in the home context, kindergarten parents’ knowledge of children’s literature predicts children’s comprehension-related outcomes in fourth grade (Sénéchal, 2006).”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “…home related to both early and later literacy Applied Psycholinguistics 30:4 730 Sparks et al.: Long-term L1–L2 relationships development (e.g., see Senechal, 2006) but also home literacy activities may be related to both L1 and L2 literacy development (e.g., see Bus, van Ijzendoorn, &…”
The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children (2009, background): “The rationale is that vocabulary is an important pre-reading skill associated with later reading competence (e.g., Chow & McBride-Chang, 2003; Senechal, 2006; Snow, 2006).”
Home numeracy experiences and children’s math performance in the early school years. (2009, methodology): “Effect sizes were modest but similar to those observed in research on home literacy experiences (Sénéchal, 2006; Sénéchal & LeFevre, 2002).”
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”
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007, background): “This likely reflects the wide variability in parenting practices around literacy in early childhood (Sénéchal, 2006).”
Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “Home literacy activities and children’s reading ability Parents’ reading-related activities with their children have been grouped into two major categories: formal and informal home literacy activities (Sénéchal, 2006).”
Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten (2012, background): “Researchers who have studied features of parenting as they relate to academic achievement have established that practices such as reading to a child, engaging in frequent communication with a child, and creating a home that is conducive to completing homework and other educational tasks have academi”
Long-Term Crosslinguistic Transfer of Skills From L1 to L2 (2009, background): “Ganschow, who have found that students with higher scores on the MLAT and higher L2 course grades also achieved significantly higher levels of oral and written L2 proficiency than students who achieved lower scores on the MLAT (see reviews by Ganschow & Sparks, 2001; Sparks, 2001; Sparks, Humbach, e”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “All of these comments were categorized as ‘‘print’’ and were not considered in the current study in light of the sizeable literature suggesting that they are linked to code-related knowledge rather than vocabulary (Justice, Skibbe, & Ezell, 2006; Sénéchal, 2006).”
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, methodology): “We based our examination of these relationships on the home literacy model (Sénéchal, 2006; Sénéchal & LeFevre, 2002; Sénéchal, Whissell, & Bildfell, 2017) that groups parent–child interactions during home literacy activities into two categories: code-related (or formal) and meaning-related (or info”
The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study (2012, result): “Nonetheless, these decisions result in a somewhat weaker research design given the gold standards of randomized controlled trials ( Schulz, Altman, & Moher, 2010 ).”