Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness

By Judith G. Foy, V. Mann. Applied Psycholinguistics, 2003

262 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/22e2483f170b2af1791c19be47464bcc7b51c2d8

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. Y. Kim
2. David K. Dickinson
3. A. McCabe
4. Michelle Hood
5. E. Conlon
6. Glenda Andrews
7. M. Sénéchal
8. Dorit Aram

In Education

1. Y. Kim
2. A. McCabe
3. David K. Dickinson
4. Michelle Hood
5. E. Conlon
6. Adriane Xavier Arteche
7. Glenda Andrews
8. M. Sénéchal

In Information Systems

1. Michelle Hood
2. E. Conlon
3. Y. Kim
4. Glenda Andrews
5. M. Sénéchal

Citations in the corpus

• Preschool home literacy practices and children's literacy development: A longitudinal analysis. (2008, methodology): “Our reading questions, like the other studies (Foy & Mann, 2003; Sénéchal & Le Fevre, 2002) focused on story book reading and our teaching questions focused on letter- or word- based teaching, practices likely to foster vocabulary and letter knowledge, respectively, rather than phonological…”
• The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children (2009, background): “The positive relationship between home reading and phonological awareness replicates what has been found with English-speaking parents (Foy & Mann, 2003), suggesting that exposure to print may enhance children’s phonological awareness.”
• Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children (2016, background): “Moreover, some aspects of phonological awareness, one of the best predictors of proficient reading (Foy and Mann 2003), depend on exposure to reading and home literacy (Kim 2009; Foy and Mann 2003), which also affects word recognition (Peeters et al. 2009).”
• Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children (2004, background): “The sources of this early disadvantage are not well understood, although a teaching focus and exposure to reading materials in middle-class monolingual preschool children is associated in many ways with phoneme awareness (Foy & Mann, 2003).”
• 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): “This finding is consistent with those of Foy and Mann (2003), Sénéchal and LeFevre (2001), and Sénéchal et al. (1998).”