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ERIC Number: EJ947047
Record Type: Journal
Publication Date: 2011-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0736-9387
Parents' Reading-Related Knowledge and Children's Reading Acquisition
Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle
Annals of Dyslexia, v61 n2 p201-222 Dec 2011
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A