A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading

Farmer, Julia R.; Goegan, Lauren D.; Daniels, Lia D.

doi:10.1080/14927713.2021.1971555

Cited by 1 publication

(2 citation statements)

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“…Furthermore, informal literacy activities tend to affect directly children's leisure time reading. Empirical studies have provided evidence in favor of most of the assumed effects (Farmer et al, 2021;Hood et al, 2008;Lehrl et al, 2013;Sénéchal, 2006;Sénéchal & LeFevre, 2002;Sénéchal et al, 1998).…”

Section: Formal and Informal Family Literacy Activitiesmentioning

confidence: 99%

“…However, empirical studies so far concentrated on the effects of such family literacy activities for skill development (e.g., oral language, emergent literacy skills), whereas later leisure time reading and preferences were considered less. Furthermore, previous studies often were based on small sample (e.g., 90 children within the study by Sénéchal, 2006) or applied just a cross-sectional design with retrospective measures (e.g., Farmer et al, 2021). In the present study, we addressed the following research questions:…”

Section: Summary and Research Questionsmentioning

confidence: 99%

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Joint book reading, library visits and letter teaching in families: relations to parent education and children’s reading behavior

Pfost

Heyne

2023

Read Writ

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In line with the Matthew-effect in reading, reading comprehension and leisure time reading tend to be reciprocally related. Whereas prior research invested much efforts in the identification and description of variables explaining individual differences in reading comprehension, less efforts were spend on the exploration of variables important for the development of leisure time reading. This study focuses on family literacy activities in preschool age – joint book reading, joint library visits, and the teaching of letters – and how these relate to the children’ s later leisure time reading and reading comprehension. Furthermore, the role of parents’ education is considered. Empirical findings are based on a sample of N = 1.242 children from the National Education Panel Study (NEPS). Joint book reading and joint library visits in families, both aspects of informal literacy activities, predicted leisure time reading of children in Grade 4, which was related to their reading comprehension. In addition, disparities with regard to parents’ education were found. The results are discussed against the background of ways to promote children’s leisure time reading and practical implications are derived.

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