A1 Refereed original research article in a scientific journal
The frequency of parents' reading-related activities at home and children's reading skills during kindergarten and Grade 1
Authors: Silinskas G, Lerkkanen MK, Tolvanen A, Niemi P, Poikkeus AM, Nurmi JE
Publisher: ELSEVIER SCIENCE INC
Publication year: 2012
Journal: Journal of Applied Developmental Psychology
Journal name in source: JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
Journal acronym: J APPL DEV PSYCHOL
Number in series: 6
Volume: 33
Issue: 6
First page : 302
Last page: 310
Number of pages: 9
ISSN: 0193-3973
DOI: https://doi.org/10.1016/j.appdev.2012.07.004(external)
Abstract
This longitudinal study investigated the associations between the frequency of parents' reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls and 752 boys participating in the study represented four Finnish municipalities. The reading skills of the children were measured four times: at the beginning and at the end of their kindergarten year, and at the beginning and at the end of Grade 1. In kindergarten, decoding tests were administered individually. In Grade 1, group tests in reading fluency were performed. The children's mothers and fathers filled in questionnaires on the frequency of their teaching of reading and the frequency of shared reading with their children in the kindergarten year and in Grade 1. The results showed that the better word reading skills children showed in kindergarten, the more shared reading parents reported. Also, the better word reading skills boys evidenced in kindergarten, the more teaching of reading parents reported. However, in Grade 1, it was children's poor skills in reading that activated more frequent parents' teaching of reading and more frequent shared reading. (C) 2012 Elsevier Inc. All rights reserved.
This longitudinal study investigated the associations between the frequency of parents' reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls and 752 boys participating in the study represented four Finnish municipalities. The reading skills of the children were measured four times: at the beginning and at the end of their kindergarten year, and at the beginning and at the end of Grade 1. In kindergarten, decoding tests were administered individually. In Grade 1, group tests in reading fluency were performed. The children's mothers and fathers filled in questionnaires on the frequency of their teaching of reading and the frequency of shared reading with their children in the kindergarten year and in Grade 1. The results showed that the better word reading skills children showed in kindergarten, the more shared reading parents reported. Also, the better word reading skills boys evidenced in kindergarten, the more teaching of reading parents reported. However, in Grade 1, it was children's poor skills in reading that activated more frequent parents' teaching of reading and more frequent shared reading. (C) 2012 Elsevier Inc. All rights reserved.
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