The role of parenting styles and teacher interactional styles in children's reading and spelling development



: Kiuru N, Aunola K, Torppa M, Lerkkanen MK, Poikkeus AM, Niemi P, Viljaranta J, Lyyra AL, Leskinen E, Tolvanen A, Nurmi JE

Publisher: PERGAMON-ELSEVIER SCIENCE LTD

: 2012

: Journal of School Psychology

: JOURNAL OF SCHOOL PSYCHOLOGY

: J SCHOOL PSYCHOL

: 6

: 50

: 6

: 799

: 823

: 25

: 0022-4405

DOI: https://doi.org/10.1016/j.jsp.2012.07.001


This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. (C) 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.



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