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Stile, Stephen W.; Ortiz, Robert W.

doi:10.1023/a:1022959521925

Cited by 14 publications

(2 citation statements)

References 10 publications

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“…These visuomotor skills were correlated, to some extent, with school readiness as indicated by the children's ability to name colors and their personal information, such as their first name (Johnson, Gallagher, Cook, & Wong, 1995). The father's role in promoting the literacy development of children is also observed in various empirical studies (Ortiz, 2000;Stile & Ortiz, 1999;see Saracho, 2007, for a review). Most fathers read with their children for recreational purposes.…”

Section: Common Practice Promoting Emergent Literacy Skillsmentioning

confidence: 94%

The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners

et al. 2019

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Learning to read two scripts at a young age is a demanding task. This study aims to develop games for building fundamental code-related emergent literacy skills among biscriptal preschoolers. We developed five games and tested them on a sample of 102 Chinese kindergarteners. The participants were aged 4 to 5 years and were learning English as a second language. The children's reading skills were measured with a battery of literacy tests as well as estimated by their teachers using a literacy-related behavior checklist. Correlational analysis revealed that the performances of the children in the tangram games were significantly correlated with teachers' ratings and children's Raven's IQ. Further regression analysis confirmed that the tangram hand-copying game predicted unique variances for visual-orthographic skills and word identification abilities in Chinese and English. This study provides valuable evidence regarding the application of tangram games for assessing code-related emergent literacy skills in the visual domain.

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Section: Common Practice Promoting Emergent Literacy Skillsmentioning

confidence: 94%

The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners

et al. 2019

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“…During the last decades, however, the importance of fathers for young people's socialisation and education in general (Lamp, 1976;Yeung, Sandberg, Davis Kean & Hofferth, 2001;Ray, 2002;Green, 2003), and reading socialisation more specifically (Stile & Ortiz 1999;Clark, 2005;Goldman, 2005;Elias, 2009), has gained in importance. Drawing on data from a representative survey of pupils in primary and secondary school in the UK, Clark and Foster (2005) show that around 70 percent of children state that their fathers encourage them to read compared to 80 percent, who state that their mothers do so.…”

Section: Differences In Reading Socialisation Related To Gendermentioning

confidence: 99%

Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families

Wollscheid

2023

IJPE

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Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.

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Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap

Greenwood

Carta

Walker

et al. 2017

Clin Child Fam Psychol Rev

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Early childhood experience is a social determinant of children's health and well-being. The well-being of young children is founded on their relationships and interactions with parents and family members in the home, caregivers, and teachers in early education, and friends and families in the greater community. Unfortunately, the early language experience of infants and toddlers from low-income families is typically vastly different than children from middle- and higher-income families. Hart and Risley (Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995) described a "30 Million Word Gap" experienced by age four for children from poor families compared to economically advantaged families as measured by the number of words delivered by adults in the home to their children. This discrepancy between groups is associated with a deficit in vocabulary growth over time (Hart and Risley in Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995; in The social world of children learning to talk. Brookes, Baltimore, MD, 1999; in Am Educ (Spring), 1-9. http://isites.harvard.edu/fs/docs/icb.topic1317532.files/09-10/Hart-Risley-2003.pdf , 2003), and readiness when they enter preschool and kindergarten compared to their more advantaged classmates. The purpose of this paper is to conceptualize a population-level public health prevention approach to research addressing the harmful impacts of the Word Gap. The approach includes use of evidence-based practices to improve children's language environments to foster their early language and literacy learning in early childhood. After a brief review of the Word Gap, we discuss four aspects: a conceptual framework, a community leadership team as driver of the local intervention, evidence-based language interventions for reducing the gap and promoting child language, and the measurements needed. Implications are discussed.

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Untitled

Cited by 14 publications

References 10 publications

The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners

The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners

Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families

Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap

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