Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

Manolitsis, George; Georgiou, George K.; Stephenson, Kathy; Parrila, Rauno

doi:10.1016/j.learninstruc.2008.07.003

Cited by 76 publications

(74 citation statements)

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“…Even after controlling for demographic factors, the teaching of reading remains a highly significant predictor in differentiating nonreaders from kindergarten readers and precocious readers. These findings are in accordance with previous research that shows parents' formal reading-related activities to be associated with children's prereading skills, such as phonological awareness (Foy and Mann 2003;Frijters et al 2000), letter knowledge (Evans et al 2000;Frijters et al 2000;Manolitsis et al 2009;, and word decoding (Hood et al 2008;Manolitsis et al 2009 Sénéchal and LeFevre 2002). In another Finnish study, found that parental teaching of letter names predicted how a child's knowledge of letters developed later on.…”

Section: Mothers' Reading-related Activities and Children's Reading Ssupporting

confidence: 92%

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Mothers’ reading-related activities at home and learning to read during kindergarten

et al. 2010

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This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n= 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching letters, and the teaching of reading) and on their level of education, their child's birth order, and the gender of the child. The results show that of the three reading-related activities, mothers' teaching of reading is the best predictor of the development of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls, firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten year.Synthèse Cette recherche approfondie examine comment les activités de lecture chez les femmes au foyer se répercutent sur le développement des compétences de lecture chez leurs enfants à la maternelle. Un total de 1.529 enfants (âgés de 5 à 6 ans) ont subi un test de lecture de mots à deux reprises, le premier en début de maternelle et le second à la fin. Les mères des enfants (n=1.529) ont répondu à un questionnaire sur les activités de lecture avec leurs enfants à la maison (sur la lecture partagée, l'enseignement des lettres et Eur J Psychol Educ (2010) 25:243-264

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Section: Mothers' Reading-related Activities and Children's Reading Ssupporting

confidence: 92%

“…Few attempts have been made to investigate the reading-related activities of parents in more orthographically transparent languages such as Greek (Manolitsis et al 2009), Dutch (Leseman and de Jong 1998), or Finnish . Research in orthographically highly transparent languages has several important implications.…”

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confidence: 99%

Mothers’ reading-related activities at home and learning to read during kindergarten

et al. 2010

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“…For example, Kalia and Reese (2009) found that parent-child book-reading practices in India predicted children's vocabulary and print-related skills and Strasser and Lissi (2009) found Chilean mothers' literacy skills significantly predicted children's emergent writing and phonological-awareness ability. Comparing Greek and Canadian children, Manolitsis et al (2009) also found that teaching letter names and sounds at home was associated with better letter knowledge in both languages. Street's (1984) ethnographic study of literacy practices in Iran revealed the importance of a child's community in the development of valued literacy skills.…”

Section: Early Home Literacy Practices Beyond North Americamentioning

confidence: 87%

“…Many studies (conducted primarily in North America) have highlighted the importance of story telling, interactive book reading, availability of print materials in the home, and adult modelling of literate behaviour (e.g., Alexander et al, 1997;Beals, 2001;Dauber et al, 1996;Hart and Risley, 1995;Li and Rao, 2000;Lonigan, 2004;Miller and Moore, 1989;Pallas et al, 1987;Paratore et al, 2010;Phillips and Lonigan, 2005;Weizman and Snow, 2001;Whitehurst and Lonigan, 1998). While some researchers have reported similar findings across countries (e.g., Aram, 2010;Aram and Aviram, 2009;Aram and Levin, 2001;Kalia and Reese, 2009;Manolitsis et al, 2009;Street, 1984), others have found that culture-specific beliefs and practices may have a mediating effect on language and literacy development (e.g., Chao, 2001;Heath, 1982;Reese and Gallimore, 2000;Strasser and Lissi, 2009;Yamamoto and Holloway, 2010;Bradley and Corwyn, 2005). Thus, the role of national differences in practices related to literacy development remains unclear.…”

Section: Introductionmentioning

confidence: 99%

The effects of early home literacy environments on fourth-grade literacy achievement: an international comparison

Arya

McClung

Cunningham

2014

IJQRE

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Abstract:It is well known that the home environment is a major factor in a child's literacy development. Exactly how different home-environmental factors play out across different national contexts is not as well understood. Using data from the 2011 Progress in International Reading and Literacy Study (PIRLS), we tested for structural invariance in the relationship between early childhood home literacy practices and later fourth-grade achievement among students across 52 countries or regions within countries (N = 106,297-109,582), while controlling for background characteristics. Findings indicate that the effect of many aspects of the home environment prior to school age, including adult-child interactions and parental values and beliefs about reading, may interact with national factors, particularly factors relating to government-subsidised preschool programmes. Implications include that any 2 D.J. Arya et al.early home reading intervention efforts should include thoughtful consideration of the national policies and funding for preschool learning.

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“…Informal activities include reading activities, reading materials and print experiences whereas formal activities relate to those that expose the child to print-like teaching such as letter names and sounds. Despite occurring simultaneously, these activities have been found to independently influence literacy outcomes (Hood, Conlon & Andrews 2008;Manolitsis et al 2009;Ouellette & Sénéchal 2017;Sénéchal et al 1998). Formal activities like parental teaching of letters have a positive impact on learners' literacy skills (Evans, Shaw & Bell 2000;Torppa et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

Chansa-Kabali

2017

SAJCE

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Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.

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Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

Cited by 76 publications

References 55 publications

Mothers’ reading-related activities at home and learning to read during kindergarten

Mothers’ reading-related activities at home and learning to read during kindergarten

The effects of early home literacy environments on fourth-grade literacy achievement: an international comparison

Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

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