Differential Contributions of Three Parenting Dimensions to Preschool Literacy and Social Skills in a Middle-Income Sample
By Annemarie H. Hindman, F. Morrison. 2012
127 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e2bc39488915fbd276ef87a066b2df0a1fb2011f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Frances L. Van Voorhis
- J. Epstein
- C. Lloyd
- M. Maier
- Claire E Baker
- Steven B. Sheldon
- C. Okeke
- S. Saltmarsh
In Education
- Frances L. Van Voorhis
- J. Epstein
- C. Lloyd
- M. Maier
- Charis M. Ng
- Winston W. Ong
- Robyn Beaman
- Claire E Baker
Citations in the corpus
- The Home Literacy Environment and Preschool Children's Reading Skills and Interest (2014, background): “Hindman and Morrison (2012) found that parents’ teaching about letters and sounds was associated with alphabet knowledge, whereas shared reading was marginally linked to vocabulary.”
- 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): “• More positive preschool and kindergarten emotion regulation (for example, sharing, developing confidence, behaving appropriately in different contexts, and other self-regulated social behaviors) (Chazan-Cohen et al., 2012; Hindman and Morrison, 2012; McWayne et al., 2004; Mistry et al., 2010; Rave”
- Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “…skills serve as a foundation for learning in other academic areas (e.g., math) and children with better cognitive skills tend to have better social emotional skills as well (Hindman & Morrison, 2012; McClelland, Cameron, Connor, Farris, Jewkes, & Morrison, 2007; CameronPonitz & Rimm-Kaufman, 2011).”
- Why poor children are more likely to become poor readers: the early years (2014, background): “Children’s phonological awareness and word-letter knowledge are instead predicted by higher levels of active/formal early HLE (Burgess, Hecht, and Lonigan 2002; Evans, Shaw, and Bell 2000; Hindman and Morrison 2012; Kirby and Hogan 2008; Son and Morrison 2010; Zadeh, Farnia, and Ungerleider 2010).”