Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China

Zhang, Suzhen; Inoue, Tomohiro; Guanghai, Cao; Li, Liangfeng; Georgiou, George K.

doi:10.1080/10888438.2023.2169147

Cited by 11 publications

(5 citation statements)

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“…Further supporting this point, Zhang S.-Z. et al ( 2023 ) evaluated 553 Chinese kindergarten third-graders and examined family factors to investigate the direct and indirect effects of the family reading environment on the children's early literacy skills. The research results demonstrated that the family reading environment both directly and indirectly influences early literacy skills.…”

Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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IntroductionEarly reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends.MethodsThis study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions.ResultsOur in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn.DiscussionThis analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.

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Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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“…Similar findings have been reported in several studies showing that ALR was associated with children’s reading skills ( Hamano and Uchida, 2012 ; Inoue et al, 2018b , 2020b ; Georgiou et al, 2021 ). Several studies in Chinese have also provided evidence for the associations between ALR and Chinese character reading ( Liu et al, 2018 ; Zhang et al, 2020 , 2023 ). Given these empirical findings, one interpretation of our results is that having more reading materials available in the home can provide children with opportunities to practice reading Hiragana words and contribute to learning Kanji characters, possibly partly through enriching vocabulary knowledge ( Zhang et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…These results, together with similar findings from previous studies in different languages (e.g., Deng et al, 2015 ; Inoue et al, 2018a , b ; Silinskas et al, 2021 ), suggest that the effect of PT and SBR may be time-sensitive and reduced as children exposed to formal literacy instruction. According to the Home Literacy Model ( Sénéchal and LeFevre, 2002 ; Sénéchal, 2006 ), code-related (formal) activities (i.e., teaching of letters and words) have been found to predict word reading through its effects on letter knowledge, and meaning-related (informal) activities (i.e., shared book reading) have been to predict word reading through its effects on vocabulary and phonological awareness (e.g., Sénéchal, 2006 ; Silinskas et al, 2010b ; Sénéchal and LeFevre, 2014 ; Torppa et al, 2022 ; Zhang et al, 2023 ). In Japan, it is possible that the effects of PT be limited, especially after schooling, because most children acquire letter knowledge before schooling.…”

Section: Discussionmentioning

confidence: 99%

Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school

Tanji

Inoue

2023

Front. Psychol.

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We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents’ needs for early literacy support by teachers, parents’ expectations for children’s reading skills, parents’ worry about children’s homework, and mother’s education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents’ worry was negatively associated with children’s reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents’ expectations were positively associated with children’s reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children’s reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.

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“…This phase reflects their developing understanding of the connection between making marks on paper and the concept of writing, laying the foundation for more refined writing skills in the future Graham, Hebert, 2010). Studies conducted on preschool-aged children have also demonstrated correlations between early literacy skills with later reading and writing acquisitions in the formalized literacy period in different language systems (Zhang et al, 2023;Silinskas et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 93%

Home-Based Early Writing Activities: The Perspective of Parents in a Latvian Context

Laganovska,

Margeviča-Grinberga

2024

SIE

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Students entering school with underdeveloped writing skills often face academic challenges. Addressing and improving these skills at the preschool level is a critical instructional goal. Early engagement in writing activities with parents and adults at home, beginning at a young age, is crucial in shaping children's writing identities and methods. While student motivation is vital in developing writing abilities, the role of parents in encouraging and nurturing these skills is equally important. This study aims to explore how parental involvement aids in developing early children's writing skills. Data were collected through surveys conducted with parents of 3-6-year-old preschoolers, focusing on their writing support and parenting practices. This research seeks to understand the role of parents in facilitating early writing activities at home. The study's primary objective is to examine parents' perspectives on enhancing their children's early writing skills within a home environment. Active participation by parents in their children's writing activities, including practices like reading together, encouraging daily writing, and providing constructive feedback, has shown positive outcomes. However, some parents reported challenges such as limited time or resources, affecting their ability to support their child's writing development effectively.

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Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China

Cited by 11 publications

References 67 publications

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school

Home-Based Early Writing Activities: The Perspective of Parents in a Latvian Context

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