Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French- and English-speaking Canadian Children

By Jo-Anne LeFevre, T. Clarke, Alex Stringer. 2002

142 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f03bb3777b6a3798f41fc2e3167f3b58c0d19e51

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In Developmental and Educational Psychology

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Citations in the corpus

Parental support of numeracy during a cooking activity with four-year-olds (2012, background): “LeFevre, Clarke and Stringer 2002 ; LeFevre et al.”
Home numeracy experiences and children’s math performance in the early school years. (2009, result): “In contrast to previous work on children's home numeracy (e.g., Blevins-Knabe et al., 2000; LeFevre et al., 2002) we assessed a range of home numeracy activities and collected both accuracy and fluency performance.”
How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home? (2009, background): “Literacy activities are often given priority over mathematical activities (Blevins-Knabe and Musun-Miller 1996; LeFevre et al. 2002 ).”
Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills (2015, background): “The number of adults’ and children’s books in the home, however, does not seem to predict early numeracy (LeFevre et al., 2002).”
Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety, Home Numeracy Practices, and Numeracy Expectations (2017, background): “Others have found either no association between median income (Missall et al., 2015; Skwarchuk et al., 2014) or parental education (LeFevre et al., 2002, 2010) and formal numeracy practices or a positive link between income and informal numeracy practices, in which teaching about numbers,…”
Children’s early numeracy in England, Finland and People’s Republic of China (2008, result): “1993 ), these studies did not support such a conclusion, as for instance there were no differences in performance between English‐speaking children in Singapore and Hong Kong on the one hand and Chinese‐speaking children in Hong Kong on the other (see also LeFevre, Clarke and Stringer 2002 ).”
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2006, result): “In contrast, LeFevre et al. (2002) showed that English-speaking parents reported teaching about literacy more frequently than did French-speaking parents.”
Child and Home Predictors of Early Numeracy Skills in Kindergarten. (2012, background): “LeFevre, Clarke, and Stringer (2002) assessed the numeracy skills of 27 French and 38 English-speaking preschoolers.”
The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children (2009, background): “For example, French-speaking parents in Canada tended to read to and teach their children less frequently than English-speaking parents (LeFevre et al., 2002).”
Young Children's Number Sense in China and Finland (2006, background): “Not only should we then include more comprehensive and representative samples and control for the most obvious sources of variation, like differences in exposure to pre‐school education or parental efforts of teaching about numbers (LeFevre, Clarke, & Stringer, 2002 ) within the samples, we should ”
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? (2010, background): “Researchers have reported that the frequency with which parents reported directly teaching their young children early literacy and numeracy skills (ie, counting, simple addition, word reading) predicted counting and number naming for preschoolers (LeFevre, Clarke, and Stringer 2002 ) and Kindergart”