Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills

被引：117
|
作者：
Stephenson, Kathy A. [1 ]
Parrila, Rauno K. [1 ]
Georgiou, George K. [1 ]
Kirby, John R. [2 ]
机构：
[1] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada
[2] Queens Univ, Kingston, ON K7L 3N6, Canada
来源：
SCIENTIFIC STUDIES OF READING | 2008年 / 12卷 / 01期
关键词：
D O I：
10.1080/10888430701746864
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade I word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.
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页码：24 / 50
页数：27
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