TY - JOUR
T1 - Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills
AU - Stephenson, Kathy A.
AU - Parrila, Rauno K.
AU - Georgiou, George K.
AU - Kirby, John R.
PY - 2008
Y1 - 2008
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=41249094949&partnerID=8YFLogxK
U2 - 10.1080/10888430701746864
DO - 10.1080/10888430701746864
M3 - Article
AN - SCOPUS:41249094949
SN - 1088-8438
VL - 12
SP - 24
EP - 50
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 1
ER -