Mother-Child Joint Writing and Storybook Reading: Relations With Literacy Among Low SES Kindergartners

By Dorit Aram, I. Levin. 2002

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d5ad7cbe16d2fd84357cdca02b41fb531fc28b77

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. George K. Georgiou
2. Dorit Aram
3. Rauno Parrila
4. John R. Kirby
5. Annemarie H. Hindman
6. Gene P. Ouellette
7. I. Levin
8. B. Wasik

In Education

1. Dorit Aram
2. George K. Georgiou
3. Rauno Parrila
4. Annemarie H. Hindman
5. Gene P. Ouellette
6. I. Levin
7. John R. Kirby
8. B. Wasik

Citations in the corpus

• The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review (2008, background): “There may, however, be other parent–child activities that have positive effects (e.g., Aram & Levin, 2002, 2004).”
• Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups (2007, methodology): “Phonological awareness. Phonological awareness was measured using two tests developed by Aram and Levin (2002) , each of which includes 20 monosyllabic word pairs.”
• Book reading and vocabulary development: A systematic review (2016, background): “Finally, early research has xamined parent behaviors and reading, but without a particular ocus on vocabulary (Aram & Levin, 2002).”
• Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, background): “Alternately, direct teaching activities may take place outside of shared book reading during other activities such as writing (Aram & Levin, 2002).”
• The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (2009, background): “Furthermore, Aram and Levin (2002) found that when mothers used guided participation (e.g., word segmenting, retrieval of letter shapes and printing) during joint writing activities with their kindergartner children there was a positive effect on the child’s word writing and recognition and…”
• A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “A role for orthographic awareness in young children’s invented spellings was suggested in a recent study of Hebrew-speaking 5-year-olds (Aram & Levin, 2002).”
• Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? (2012, background): “... extent e-books, as computerized educational tools, can contribute to the acquisition of three basic components of emergent literacy—vocabulary, phonological awareness, and concept about print (CAP)—among children at risk for LD. These three skills were chosen because children at risk for LD are ”
• Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, background): “In fact, recent research suggests that children's opportunities for engagement in interaction with writing activities and print contribute a great deal to their early literacy development ( Aram & Levin, 2002 ).”
• Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “In previous studies, I found that adult-child joint writing activities at home (Aram & Levin, 2002) and in preschool (Aram & Biron, 2004) are good predictors of early literacy skill and literacy achievements in school (Aram & Levin, 2004).”
• Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development (2009, background): “…alphabetic skills should encourage educators and parents to pay more attention to the language of the books (e.g., novel words or expressions) and to use other more direct alphabetic activities (e.g., letter games, joint writing) when they want to facilitate alphabetic skills (Aram & Levin, 2002).”
• The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective (2004, background): “We expected maternal writing mediation to correlate more with writing skills than with language (Aram & Levin, 2002; Sénéchal et al., 1998).”
• Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study (2012, methodology): “The score was the percentage of word-drawing pairs matched correctly (see Aram & Levin, 2002 ).”