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

Kathy A. Stephenson, Rauno K. Parrila, George K. Georgiou, John R. Kirby

Research output: Contribution to journalArticle

88 Citations (Scopus)

Abstract

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 1 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.

Original languageEnglish
Pages (from-to)24-50
Number of pages27
JournalScientific Studies of Reading
Volume12
Issue number1
DOIs
Publication statusPublished - 2008
Externally publishedYes

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