Home literacy predictors of early reading development in children with cerebral palsy

Peeters, Marieke; Moor, Jan de; Balkom, Hans van; Leeuwe, Jan van

doi:10.1016/j.ridd.2008.04.005

Cited by 28 publications

(30 citation statements)

References 27 publications

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“…The acquisition of written language continuously improved with new skills, as the individual grows and it is totally dependent of the interactions with the environment (Finkbeiner and Coltheart 2009) that provides stimuli and experiences that are essential for this development as a primary means of social interaction (Kim 2009;Peeters et al 2009). Low SES children are more likely to reside in an environment that exhibits sharply lower attainment levels and, in addition, that repeatedly manifests higher rates of crime, divorce, unemployment, and population density than high SES children.…”

Section: Discussionmentioning

confidence: 99%

“…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). Mothers with higher educational level seem to be more likely to read frequently to their children than mothers with lower levels of education (Kuo et al 2004;Skibbe et al 2008), which may impact the development of written language in children.…”

Section: Discussionmentioning

confidence: 99%

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Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children

Piccolo

Arteche

Fonseca

et al. 2016

Psicol. Refl. Crít.

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The aim of this study was to assess the effect of family socioeconomic status (SES) and parental education on non-verbal IQ and on the processing of oral and written language, working memory, verbal memory and executive functions in children from different age ranges. A total of 419 Brazilian children aged 6-12 years old, attending public and private schools from Porto Alegre, RS participated in the study. Structural equation analyzes revealed that in the general model (for all ages), the SES contributed to cognitive performance -IQ, verbal memory, working memory, oral and written language and executive functions (28, 19, 36, 28 and 25 %, respectively). SES had stronger effects on younger children (up to nine years old), in most cognitive tasks examined. Probably, after this age, a combination of factors such as schooling, living in other social environments, among others, may mitigate the effects of family socioeconomic status.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children

Piccolo

Arteche

Fonseca

et al. 2016

Psicol. Refl. Crít.

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“…Burgess, Hecht, & Lonigan, 2002;Peeters, Verhoeven, de Moor, van Balkom, & Van Leeuwe, 2009;Sénéchal, LeFevre, Thomas, & Daley, 1998;Van der Schuit, Peeters, Segers, van Balkom, & Verhoeven, 2009). Materials at home were either not defined as part of the home literacy environment, or did not predict achievement in a model that also included parent's expectations and activities.…”

Section: Role Of Home Environment In Early Numeracy Skillsmentioning

confidence: 99%

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Segers¹,

Kleemans²,

Verhoeven³

2015

Mathematical Thinking and Learning

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The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home numeracy environment, the home literacy environment predicts early numeracy. The present study examined this hypothesis by focusing on the specificity of the home numeracy environment. In a sample of 60 kindergartners, we assessed cognitive (nonverbal reasoning, working memory) and linguistic abilities (phonological awareness, grammatical skills), as well as early numeracy skills, while exploring their home literacy environment and home numeracy environment from parent questionnaires. We found that home numeracy environment predicted early numeracy skills, after controlling for child factors and home literacy environment. The home numeracy environment can be seen as a unique factor in the home environment in predicting numeracy outcomes.

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“…Following this reasoning, from the familiar aspects, exposure to reading in the home environment, is quite relevant to the children's school performance (21) , specifically contributing to word recognition (23) and the development of phonological awareness, one of the best predictors of reading proficiency (24) . Thus, if the reading experience of the parents is not good, with personal history of school difficulties, linked to a low level of education, may be more difficult these parents act as mediators and stimulating the process of learning to read and write their children (7) , which is possibly related to the difference found in the pretest, the phonological awareness among the public and private schools.…”

Section: Discussionmentioning

confidence: 99%

“…Although there is extensive literature on the development of PA skills, the socioeconomic and cultural factors that influence the development of these skills and also relate to difficulties in reading and writing, are poorly defined and explored in the scientific community, which should be the focus of future studies. It is known that the environment is important because it provides stimuli and enables experiences fundamental to the development of language, including written language as the primary means of social interaction (23,24) . However, evidence-based strategies in development of phonological awareness and their interrelationship with socioeconomic factors need to be disclosed for education professionals (11) , with relevant training such skills as early as possible, when any difficulty is detected, because children with phonological awareness difficulties (e.g., the ability to rhyme) appear to be a group of risk for problems in reading development (30) .…”

Section: Discussionmentioning

confidence: 99%

Habilidades de consciência fonológica em crianças de escolas pública e particular durante o processo de alfabetização

Gonçalves

Neves²,

Nicolielo

et al. 2013

Audiol., Commun. Res.

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Purpose: To verify and compare phonological awareness (PA) abilities of public and private school children in the literacy process. Methods: A test of phonological awareness (PA) was applied in 70 children in the first grade of elementary school (35 students from public school and 35 from private school) at the beginning (pretest) and end (posttest) of the school year. Results: All children showed improvement in their performance when compared pre and posttest. In the pretest, the best scores were observed in the syllable level and in rhymes; however, comparing the pre with the posttests, the phonemic level showed the most significant improvement rates in the whole sample. The private school children had higher scores in most tests applied, as well as a higher total number of points compared to public school children in the pre and posttest. There was a decrease in the difference of the PA performance between schools at the end of the school year. Conclusion: All children showed improvement in PA skills with literacy process, although children from private schools had better performance, especially in the pretest, which can be a sign of the socioeconomic influence in the development of these skills. Syllabic and rhymes skills were developed before the literacy process and phonemic awareness skills were developed concurrently with this process. Also this study lays emphasis on the importance of the instruction in public schools in reducing the discrepancy between the abilities of these schools at the end of the school year, in this sample.Keywords: Learning; Language; Child language; Language development; Education RESUMO Objetivo: Verificar e comparar habilidades de consciência fonológica (CF) de crianças estudantes de escola pública e particular, em processo de alfabetização. Métodos: Foi aplicado um teste de CF em 70 crianças da primeira série do Ensino Fundamental, sendo 35 estudantes de escola pública e 35 de escola particular, no início (pré-teste) e no final (pós-teste) do ano letivo. Resultados: Todas as crianças obtiveram melhora no desempenho, quando comparados o pré e o pós-teste. No pré-teste, os melhores escores foram relativos às provas que envolviam o nível silábico e rimas. No entanto, comparando-se o pré-teste com o pós-teste, as provas de nível fonêmico foram as que resultaram em índices significativos de melhora em toda a amostra. As crianças da escola particular obtiveram maior pontuação na maioria das provas, assim como maior número total de pontos no pré-teste e no pós-teste, em relação às crianças da escola pública. Houve redução da diferença entre as escolas no desempenho da CF no final do ano letivo. Conclusão: Todas as crianças apresentaram melhora nas habilidades de CF com o processo de alfabetização. As crianças da escola particular demonstraram melhor desempenho, principalmente no pré-teste, indicando possível influência dos aspectos socioeconômicos no desenvolvimento dessas habilidades. As habilidades de rimas e as habilidades silábicas desenvolveram-se antes do processo de a...

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Home literacy predictors of early reading development in children with cerebral palsy

Cited by 28 publications

References 27 publications

Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children

Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Habilidades de consciência fonológica em crianças de escolas pública e particular durante o processo de alfabetização

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