Parenting and academic achievement: Multiple paths to early literacy.

By F. Morrison, R. Cooney. 2002

110 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cca3c68a7fb85e0a80ece2b21babbc51220aed0a

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In Education

Citations in the corpus

Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006, background): “…literacy, and language skills; in turn, these skills appear to be shaped by child characteristics and family, child care, and early classroom experiences (Morrison & Cooney, 2002; National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network [ECCRN], 2002a).”
Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children (2009, background): “…Institute of Biomedical Sciences Abel Salazar, ICBAS, Porto University, Porto, Portugal internalizing problems (Caron et al. 2006; Chen et al. 2000; Gracia et al. 2005; Javo et al. 2004; Muris et al. 2003) as well as low academic and social competences (Chen et al. 2000; Morrison and Cooney 2002).”
Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009, background): “…of interest because of the theoretical importance of these skills to the development of proficient reading and reading comprehension (Dickinson & Tabors, 2001; Hart & Risley, 1995; Morrison & Cooney, 2002; NRP, 2000; Rayner et al., 2001; Snow, 2001; Storch & Whitehurst, 2002; Therrien, 2004).”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “Gender differences in behavioral selfregulation Recent research documents a growing gender gap in academic achievement where girls outperform boys in childhood (Morrison & Cooney, 2002) and adolescence in the U.S. and other countries (Duckworth & Seligman, 2006; Halldorsson & Olafsson, 2009).”
Mother and Caregiver Sensitivity Over Time: Predicting Language and Academic Outcomes With Variable- and Person-Centered Approaches (2006, background): “…sensitivity to children’s requests and feelings are also significantly associated with academic achievement and cognitive growth (Bornstein & Tamis-LeMonda, 1989; Burchinal, Campbell, Bryant, Wasik, & Ramey, 1997; Howes, Phillips, & Whitebook, 1992; Landry et al., 2001; Morrison & Cooney, 2002).”
Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading (2004, background): “Scores on decoding, alphabet recognition, and vocabulary tasks at kindergarten entry consistently predicted academic performance throughout the first 3 years of formal schooling experience (Dickinson & Tabors, 2001; Hart & Risley, 1995; Morrison & Cooney, 2002; Stevenson et al., 1976).”
The emergence of learning-related social skills in preschool children (2003, methodology): “Parents also completed the Parenting Questionnaire, which includes a dimension assessing the family learning environment (Morrison & Cooney, 2002).”