Chapter published in:
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 383408
References

References

Alexander, K. L., Entwisle, D. R., & Horsey, C.
(1997) From first grade forward: Early foundation of high school dropout. Sociology of Education, 70, 87–107. CrossrefGoogle Scholar
Anthony, J. L., Williams, J. M., Zhang, Z., Landry, S. H., & Dunkelberger, M. J.
(2014) Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading. Early Education and Development, 25, 493–514. CrossrefGoogle Scholar
Aram, D.
(2007) Sensitivity and consistency of maternal writing mediation to twin kindergartners. Early Education and Development, 18, 71–92. CrossrefGoogle Scholar
(2010) Writing with young children: A comparison of paternal and maternal guidance. Journal of Research in Reading, 33, 4–19. CrossrefGoogle Scholar
Aram, D., & Aviram, S.
(2009) Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30, 175–194. CrossrefGoogle Scholar
Aram, D., Korat, O., & Hassunah-Arafat, S.
(2013) The contribution of early home literacy activities to first grade reading and writing achievements in Arabic. Reading and Writing, 26, 1517–1536 CrossrefGoogle Scholar
Aram, D., & Levin, I.
(2001) Mother-child joint writing in low SES. sociocultural factors, maternal mediation and emergent literacy. Cognitive Development, 16, 831–852. CrossrefGoogle Scholar
(2002) Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill-Palmer Quarterly, 48, 202–224. CrossrefGoogle Scholar
Arnold, D.S., Lonigan, C.J., Whitehurst, G.J., & Epstein, J.N.
(1994) Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.Google Scholar
Atkinson, L., Powell, D., Slade L., & Levy J. P.
(2014, July). Investigating the influence of home literacy practices on the developmental pathways of early reading comprehension. Symposium presentation at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, New Mexico.Google Scholar
Audet, D., Evans, M. A., Williamson, K., & Reynolds, K.
(2008) Shared Book Reading: Parental Goals Across the Primary Grades and Goal – Behavior Relationships in Junior Kindergarten. Early Education & Development, 19, 112–137. CrossrefGoogle Scholar
Burgess, S., Hecht, S. A., & Lonigan, C. J.
(2002) Relations of the Home Literacy Environment (HLE) to the Development of Reading-Related Abilities: A One-Year Longitudinal Study. Reading Research Quarterly, 37, 408–426. CrossrefGoogle Scholar
Burgess, S. R.
(2011) Home literacy environments (HLEs) provided to very young children. Early Child Development and Care, 181, 445–462. CrossrefGoogle Scholar
Chen, X., Zhou, H. U. I., Zhao, J., & Davey, G.
(2010) Home Literacy Experiences and Literacy Acquisition among Children in Guangzhou, South China1. Psychological Reports, 107, 354–366. CrossrefGoogle Scholar
Crain-Thoreson, C., Dahlin, M. P., & Powell, T. A.
(2001) Parent-child interaction in three conversational contexts: Variations in style and strategy. In P. R. Britto & J. Brooks-Gunn (Eds.), Role of family literacy environments in promoting young children’s emerging literacy skills (pp. 7–23). San Francisco: Jossey-Bass.Google Scholar
de Jong, J., & Leseman, P. P. M.
(2001) Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39, 389–414. CrossrefGoogle Scholar
Deckner, D. F., Adamson, L. B., & Bakeman, R.
(2006) Child and maternal contributions to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31–41. CrossrefGoogle Scholar
Entwisle, D. R., Alexander, K. L., & Olson, L. S.
(2005) First grade and educational attainment by Age 22: A new story. American Journal of Sociology, 110, 1458–1502. CrossrefGoogle Scholar
Evans, A. R., & Saint-Aubin, J.
(2005) What children are looking at during shared storybook reading. Evidence from eye movement monitoring. Psychological Science, 16, 913–920. CrossrefGoogle Scholar
Evans, M. A., Shaw, D., & Bell, M.
(2000) Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65–75. CrossrefGoogle Scholar
Farver, J. M., Xu, Y., Lonigan, C. J., & Eppe, S.
(2013) The home literacy environment and Latino Head Start Children’s emergent literacy skills. Developmental Psychology, 49, 775–791. CrossrefGoogle Scholar
Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J.
(2006) Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 21, 196–212. CrossrefGoogle Scholar
Foy, J. G., & Mann, V.
(2003) Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59–88. CrossrefGoogle Scholar
Frijters, J. C., Barron, R. W., & Brunello, M.
(2000) Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466–477. CrossrefGoogle Scholar
Hart, S. A., & Petrill, S. A.
(2009) The genetics and environments of reading: A behavioral genetic perspective. In Y. Kim (Ed.) Handbook of behavior genetics Part II (pp. 113–123). New York: Springer. CrossrefGoogle Scholar
Hayes, D. P., & Ahrens, M. G.
(1988) Vocabulary simplification for children: a special case of ‘motherese’? Journal of Child Language, 15, 395–410. CrossrefGoogle Scholar
Hill, N. E., & Tyson, D. F.
(2009) Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763. CrossrefGoogle Scholar
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J.
(2008) Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23, 330–350. CrossrefGoogle Scholar
Hindman, A. H., Skibbe, L. E., & Foster, T. D.
(2014) Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading and Writing, 27, 287–313. CrossrefGoogle Scholar
Hood, M., Conlon, E., & Andrews, G.
(2008) Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252–271. CrossrefGoogle Scholar
Justice, L. M., & Ezell, H. K.
(2000) Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257–269. CrossrefGoogle Scholar
Justice, L. M., Pullen, P. C., & Pence, K.
(2008) Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Dev Psychol, 44, 855–866. CrossrefGoogle Scholar
Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. A.
(2011) Feasibility, Efficacy, and Social Validity of Home-Based Storybook Reading Intervention for Children With Language Impairment. Journal of Speech, Language, and Hearing Research, 54, 523–538. CrossrefGoogle Scholar
Kalia, V., & Reese, E.
(2009) Relations between Indian children’s home literacy environment and their english oral language and literacy skills. Scientific Studies of Reading, 13, 122–145. CrossrefGoogle Scholar
Kim, Y. S.
(2009) The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing: An Interdisciplinary Journal, 22, 57–84. CrossrefGoogle Scholar
Korat, O.
(2009) The effect of maternal teaching talk on children’s emergent literacy as a function of type of activity and maternal education level. Journal of Applied Developmental Psychology, 30, 34–42. CrossrefGoogle Scholar
Korat, O., Hassunah-Arafat, S., Aram, D., & Klein, P.
(2013) Book reading mediation, SES, home literacy environment and children’s literacy: Evidence from Arabic-speaking families. First Language, 33, 132–154. CrossrefGoogle Scholar
Korat, O., Klein, P., & Segal-Drori, O.
(2007) Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups. Reading and Writing: An Interdisciplinary Journal, 20, 361–398. CrossrefGoogle Scholar
Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C.
(2008) A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44, 1335–1353. CrossrefGoogle Scholar
Levin, I., & Aram, D.
(2012) Mother – child joint writing and storybook reading and their effects on kindergartners’ literacy: An intervention study. Reading and Writing: An Interdisciplinary Journal, 25, 217–249. CrossrefGoogle Scholar
Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D.
(2006) Understanding print: early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63–93. CrossrefGoogle Scholar
Li, H., Corrie, L. F., & Wong, B. K. M.
(2008) Early teaching of Chinese literacy skills and later literacy outcomes. Early Child Development and Care, 178, 441–459. CrossrefGoogle Scholar
Lin, D., McBride-Chang, C., Aram, D., & Levin, I.
(2011) Mother – child joint writing in Chinese kindergarteners: Metalinguistic awareness, maternal mediation and literacy acquisition. Journal of Research in Reading, 34, 426–442. CrossrefGoogle Scholar
Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, R. Y. M., Chow, Y. Y. Y., & Tolchinsky, L.
(2009) Maternal mediation of writing in chinese children. Language and Cognitive Processes, 24, 1286–1311. CrossrefGoogle Scholar
Manolitsis, G., Georgiou, G. K., & Parrila, R.
(2011) Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496–505. CrossrefGoogle Scholar
Manolitsis, G., Georgiou, G. K., & Tziraki, N.
(2013) Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692–703. CrossrefGoogle Scholar
Marjoribanks, K.
(1979) Families and their learning environments: An empirical analysis. London: Routledge & Kegan Paul.Google Scholar
Martini, F., & Sénéchal, M.
(2012) Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44, 210–221. CrossrefGoogle Scholar
Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H.
(2008) Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19, 7–26. CrossrefGoogle Scholar
Montag, J. L., & MacDonald, M. C.
(2015) Text exposure predicts spoken production of complex sentences in eight and twelve year old children and adults. Journal of Experimental Psychology: General, 144, 447–468. CrossrefGoogle Scholar
National Early Literacy Panel
(2008) Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.Google Scholar
Robins, S., Treiman, R., & Rosales, N.
(2014) Letter knowledge in parent – child conversations. Reading and Writing: An Interdisciplinary Journal, 27, 407–429. CrossrefGoogle Scholar
Samuelsson, S., Olson, R., Wadsworth, S., Corley, R., Defries, J. C., Willcutt, E., … Byrne, B.
(2007) Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia. Reading and Writing: An Interdisciplinary Journal, 20, 51–75. CrossrefGoogle Scholar
Sénéchal, M.
(2017) Shared reading: an informal literacy activity par excellence. In N. Kucirkova, C. Snow, V. Grover and C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education (pp. 273–283). Oxford: Routledge.Google Scholar
(2014 online first). Young Children’s Home Literacy Experiences. In A. Pollatsek & Treiman, R. (Eds.). The Oxford Handbook of Reading (chap. 18). Oxford: Oxford University Press.Google Scholar
(2006) Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87. CrossrefGoogle Scholar
(1997) The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123–138. CrossrefGoogle Scholar
Sénéchal, M., & LeFevre, J. A.
(2002) Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460. CrossrefGoogle Scholar
(2014) Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85, 1552–1568. CrossrefGoogle Scholar
Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, E. P.
(1996) Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520–536. CrossrefGoogle Scholar
Sénéchal, M., LeFevre, J. A., Smith-Chant, B. L., & Colton, K. V.
(2001) On refining theoretical models of emergent literacy the role of empirical evidence. Journal of School Psychology, 39, 439–460. CrossrefGoogle Scholar
Sénéchal, M., LeFevre, J. A., Thomas, E. M., & Daley, K. E.
(1998) Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116. CrossrefGoogle Scholar
Sénéchal, M., & Young, L.
(2008) The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78, 880–907. CrossrefGoogle Scholar
Seymour, P. H. K.
(2005) Early reading development in European orthographies. In M. J. Snowling & C. Hulme (Eds.). The science of reading: A handbook. (pp. 296–315). Malden: Blackwell Publishing. CrossrefGoogle Scholar
Seymour, P. H., Aro, M., & Erskine, J. M.
(2003) Foundation literacy acquisition in European orthographies. British Journal of psychology, 94, 143–174. CrossrefGoogle Scholar
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E.
(2010) Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. Learning and Instruction, 20, 61–71. CrossrefGoogle Scholar
Silinskas, G., Lerkkanen, M.-K., Tolvanen, A., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E.
(2012) The frequency of parents’ reading-related activities at home and children’s reading skills during kindergarten and grade 1. Journal of Applied Developmental Psychology, 33, 302–310. CrossrefGoogle Scholar
Silinskas, G., Parrila, R., Lerkkanen, M.-K., Poikkeus, A.-M., Niemi, P., & Nurmi, J.-E.
(2010) Mothers’ reading-related activities at home and learning to read during kindergarten. European Journal of Psychology of Education, 25, 243–264. CrossrefGoogle Scholar
Skwarchuk, S. L., Sowinski, C., & LeFevre, J.
(2014) Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. CrossrefGoogle Scholar
Sparks, A., & Reese, E.
(2012) From reminiscing to reading: Home contributions to children’s developing language and literacy in low-income families. First Language, 33, 89–109. CrossrefGoogle Scholar
Stadler, M. A., & McEvoy, M. A.
(2003) The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502–512. CrossrefGoogle Scholar
Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R.
(2008) Effects of Home Literacy, Parents’ Beliefs, and Children’s Task-Focused Behavior on Emergent Literacy and Word Reading Skills. Scientific Studies of Reading, 12, 24–50. CrossrefGoogle Scholar
Strasser, K., & Lissi, M. R.
(2009) Home and instruction effects on emergent literacy in a sample of Chilean kindergarten Children. Scientific Studies of Reading, 13, 175–204. CrossrefGoogle Scholar
Teale, W. H., & Sulzby, E.
(1986) Emergent literacy: Writing and reading. Norwood, NJ: Ablex Publishing Corporation.Google Scholar
Torppa, M., Poikkeus, A. M., Laakso, M. L., Tolvanen, A., Leskinen, E., Leppänen, P. H. T., … Lyytinen, H.
(2007) Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11, 73–103. CrossrefGoogle Scholar
Treiman, R., & Kessler, B.
(2014) How children learn to write words. New York, NY: Oxford University Press. Retrieved from http://​search​.proquest​.com​/docview​/1542013732​?accountid​=9894 doi: Crossref
van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S.
(2011) How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69–96. CrossrefGoogle Scholar
Yeo, L. S., Ong, W. W., & Ng, C. M.
(2014) The Home Literacy Environment and Preschool Children’s Reading Skills and Interest. Early Education and Development, 25, 791–814. CrossrefGoogle Scholar
Cited by

Cited by other publications

Al Jefri, Hanan Mohamed & Shaljan Areepattamannil
2019. Examining the relations of early literacy activities and skills to reading dispositions, engagement, and achievement among fourth-grade students in the United Arab Emirates. Social Psychology of Education 22:4  pp. 901 ff. Crossref logo
Friedlander, Elliott W.
2020. The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading. Scientific Studies of Reading 24:2  pp. 123 ff. Crossref logo
Inoue, Tomohiro, George K. Georgiou, Rauno Parrila & John R. Kirby
2018. Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency. Scientific Studies of Reading 22:4  pp. 273 ff. Crossref logo
Inoue, Tomohiro, George Manolitsis, Peter F. de Jong, Karin Landerl, Rauno Parrila & George K. Georgiou
2020. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Frontiers in Psychology 11 Crossref logo
Krijnen, Eke, Roel van Steensel, Marieke Meeuwisse, Joran Jongerling & Sabine Severiens
2020. Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills. Reading and Writing 33:1  pp. 207 ff. Crossref logo
Segers, Eliane & Tijs Kleemans
2020. The Impact of the Digital Home Environment on Kindergartners’ Language and Early Literacy. Frontiers in Psychology 11 Crossref logo
Tibi, Sana & John R. Kirby
2019. Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4  pp. 993 ff. Crossref logo
Zhang, Su-Zhen, Tomohiro Inoue, Hua Shu & George K. Georgiou
2020. How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing 33:7  pp. 1745 ff. Crossref logo

This list is based on CrossRef data as of 29 october 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.