Parental involvement in the development of children's reading skill: a five-year longitudinal study.

By M. Sénéchal, Jo-Anne LeFevre. Child Development, 2002

2,223 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fb20048ce6b91ff7c7fda8d9379306d95e1c8d43

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “…early childhood is the foundation for children’s literacy development, especially for their reading comprehension after the first several years of reading instruction (e.g. Dickinson and Tabors, 2001; Reese, Suggate, et al., 2009; Scarborough, 2001; Sénéchal and Lefevre, 2002; Snow et al., 1998).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “However, some recent research suggests that such an indirect indicator does not predict children’s reading and language abilities in elementary grades in middle-class samples (Evans, Shaw, & Bell, 2000; Senechal & Lefevre, 2002 ).”
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013, background): “Even mere print exposure has been linked to better reading and academic performance in children (Mol & Bus, 2011; Sénéchal & LeFevre, 2002).”
Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life. (2006, background): “…than asking parents to identify book titles (vs. foils) from a list of children’s books, a reliable predictor of literacy activities for preschool-age children (Sénéchal & LeFevre, 2002; Sénéchal, LeFevre, Thomas, & Daley, 1998), given similarities among titles of infant/toddler picture books.”
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds (2008, background): “Teaching activities focusing on letters, in particular, have been shown to influence knowledge of letter names and the letter–sound correspondence (e.g., Evans, Shaw, & Bell, 2000; Sénéchal & LeFevre, 2002; Sénéchal et al., 1998).”
Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties (2012, background): “In a 5-year longitudinal study, Sénéchal and LeFevre (2002) found complex associations between literacy experiences at home and children’s reading achievement.”
Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “This pattern is apparent in the early stages of learning to read ( Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003 ; NICHD, 2005) as well as in the later elementary years when vocabulary and oral narrative skills aid in fluent reading for understanding ( Dickinson & Tabors, 2001 ; ”