Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Šilinskas, Gintautas; Leppänen, Ulla; Aunola, Kaisa; Parrila, Rauno; Nurmi, Jari‐Erik

doi:10.1016/j.learninstruc.2009.01.002

Cited by 103 publications

(129 citation statements)

References 49 publications

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“…However, the opposite may be true, namely that academic achievement predicts home learning environment. To our knowledge, only two studies have examined the cross-lagged relationships between the home learning environment and academic achievement (Silinskas, Leppänen, Aunola, Parrila, & Nurmi, 2010;Silinskas et al, 2012) and they have been conducted in Finnish, a consistent orthography (every letter corresponds roughly to one sound; see below how orthographic consistency may affect home learning environment). Silinskas and colleagues found that, in Kindergarten, the higher the children's scores in reading/math, the more teaching of reading/math parents reported.…”

mentioning

confidence: 99%

Cross-lagged relationships between home learning environment and academic achievement in Chinese

Deng

Šilinskas

Wei

et al. 2015

Early Childhood Research Quarterly

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mentioning

confidence: 99%

Cross-lagged relationships between home learning environment and academic achievement in Chinese

Deng

Šilinskas

Wei

et al. 2015

Early Childhood Research Quarterly

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“…The sounds taught included the vowels a, e, i, o and u. Research shows that teaching letters -sounds and names -is more predictive of early spelling skills (Hecht & Close 2002;Ouellette & Sénéchal 2017;Sénéchal 2006;Silinskas et al 2010;Treiman et al 1998). …”

Section: Discussionmentioning

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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“…Numerous sources indicate that the degree or mode of parental participation is significantly influenced by socioeconomic status, especially education level (e.g., Katrňák, 2004;Ndebele, 2015;Pospíšilová, 2011;Silinskas, Leppanen, Aunola, Parrila, & Nurmi, 2010;Trávníček, 2007;Van Steensel, 2006), while some others argue the a r t i c l e s j o u r n a l o f p e d a g o g y 2 / 2 0 1 7 3 0 opposite (e.g., Dumont, Trautwein, Nagy & Nagengast, 2014;Sotáková in Kucharská, 2015;Stuart, Dixon, Masterson & Quinlan, 1998). Yet others, such as De Garmo et al (1999in Desforges & Abouchaar, 2003, Niklas and Schneider (2013) or Wu and Honig (2010) point to the indirect influence socioeconomic status has on participation, which can be mediated through parental knowledge and skills (Pospíšilová, 2011), different levels of social interaction with the child (Šauerová, 2012) or by expressing an interest for example (Zellman & Waterman, 1998in Desforges & Abouchaar, 2003.…”

Section: Parental Approaches To Developing Children's Reading Literacymentioning

confidence: 99%

Approaches mothers of first graders use to deal with perceived reading difficulties

Sedláčková

2017

Journal of Pedagogy

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This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers' perceptions of their children's reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child's reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child's potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents' socioeconomic status on their involvement or engagement in their children's education.

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Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Cited by 103 publications

References 49 publications

Cross-lagged relationships between home learning environment and academic achievement in Chinese

Cross-lagged relationships between home learning environment and academic achievement in Chinese

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

Approaches mothers of first graders use to deal with perceived reading difficulties

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