Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis

Pezoa, José; Mendive, Susana; Strasser, Katherine

doi:10.1016/j.ecresq.2018.12.014

Cited by 61 publications

(35 citation statements)

References 33 publications

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“…The absence of association between child interest and reading has been found in other recent reports (Kikas et al, 2015;Walgermo et al, 2018;Pezoa et al, 2019). In another report, the association was very modest and negative (e.g., r = −0.08, p = 0.05, N = 1,171, McTigue et al, 2019).…”

Section: Child Interestsupporting

confidence: 49%

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

et al. 2020

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According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent-child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children's engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children's engagement were examined, namely, children's independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children's reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children's independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children's progress in reading, whereas shared reading decreased over time. Fourth, children's own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model.

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Section: Child Interestsupporting

confidence: 49%

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

et al. 2020

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“…The relationship between the desire to read and literacy development is remarkably consistent (Krashen, 1993), with children's engagement in reading sometimes even correlating to later literacy more robustly than other theoretically strong predictors like reading frequency or type of parent reading (Crain-Thoreson and Dale, 1992). Importantly, Pezoa et al (2019) further demonstrate that child interest in reading is more predictive of parents' book reading practices than the other way around. Together, this work reinforces the importance of optimizing children's enthusiasm for reading.…”

Section: Introductionmentioning

confidence: 73%

Children’s Preference for Causal Information in Storybooks

2020

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Fostering early literacy depends in part on engaging and inspiring children's early interest in reading. Enriching the causal content of children's books may be one way to do so, as causal information has been empirically shown to capture children's attention. To more directly test whether children's book preferences might be driven by causal content, we created pairs of expository books closely matched for content and complexity, but with differing amounts of causal information embedded therein. Three and 4 years old participants (n = 48) were read both books and their interests and preferences were evaluated. When asked to choose, children preferred the highly causal over the minimally causal books. Results are discussed in terms of broader implications for creating books that optimally engage young children, as well as guiding book selections parents and educators make in their endeavors to promote interest in reading and early literacy.

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“…De hecho, estudios recientes demuestran que aún en condiciones de limitación socioeconómica se pueden hallar fuertes relaciones positivas entre actividades parentales y efectos en el desarrollo y calidad de vida de los niños (Pezoa, Mendive, & Strasser, 2019;Romano & Windsor, 2020). Las intervenciones tempranas en la infancia y antes de los seis años de vida pueden llegar a corregir las desventajas de niños que se desarrollan en ambientes desfavorables (Gardner, Walker, Powell, & Grantham-McGregor, 2003;Gertler, y otros, 2014;Richter, y otros, 2019), incluso en condiciones de extrema limitación y con ayuda de estrategias precisas sobre habilidades que favorecen la sensibilidad parental para el desarrollo (Hackworth, y otros, 2017;Murray, y otros, 2016).…”

Section: Discussionunclassified

Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas

Giraldo-Huertas

2020

RIP

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El desarrollo infantil en el marco del ciclo vital puede resultar limitado si se eligen variables, además de la edad, que sólo se circunscriben a condiciones inevitables para la supervivencia. Este artículo recoge un intento por lograr una definición amplia, más allá del ciclo vital y en el marco de una estructura evolutiva del cuidado. Para tal objetivo, además de una discusión conceptual previa sobre una estructura evolutiva del cuidado y desarrollo socio-cognitivo, se presentan algunos resultados del Programa Inicio Parejo de la Vida. Se analizan los datos de 1177 participantes sobre actividades delectura, juego y otras más consideradas constitutivas e indispensables en la definición adoptada de desarrollo infantil y cuidado. Un primer análisis descriptivo de estos resultados indica una situación adversa para más del 80% de los niños participantes y genera dos hipótesis a discutir e indica una necesidad de atender con mayor urgencia la función de los agentes de cuidado y desarrollo en diversos niveles de atención.

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Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis

Cited by 61 publications

References 33 publications

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

Children’s Preference for Causal Information in Storybooks

Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas

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