Families as social contexts for literacy development

Snow, Catherine E.

doi:10.1002/cd.23219936103

Cited by 57 publications

(26 citation statements)

References 9 publications

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“…Johnson De Feyter and Winsler (2009) also highlighted differences in academic achievement across region of origin, with South American children demonstrating moderately higher academic performance in kindergarten than children from Cuba and Central America. nitive sfimulafion, which involves reading books, playing games, and facilitating out-of-home educational activities such as library visits (Case & Griffin, 1990;C. E. Snow, 1993;C.…”

Section: Nativity Status and Academic Skills Developmentmentioning

confidence: 99%

School readiness of children from immigrant families: Contributions of region of origin, home, and childcare.

Koury¹,

Votruba‐Drzal²

2014

Journal of Educational Psychology

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Children from immigrant families make up a growing proportion of young children in the United States. This study highlights the heterogeneity in early academic skills related to parental region of origin. It also considers the contributions of early home and nonparental care settings to the diversity in early academic performance. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B; N ≅ 6,850), this study examines associations between parental region of origin and children’s math and reading skills at age 5. It also considers whether home and nonparental care environments are pathways through which parental region of origin relates to academic achievement. There was significant heterogeneity in children’s early reading and math skills related to parental region of origin. Children of Indian Asian and East Asian/Pacific Islander parents outscored children of native-born White parents and every other immigrant subgroup. Children of Mexican and Central American/Spanish Caribbean parents performed below other immigrant subgroups and native-born White children. Differences in child, socioeconomic, and family characteristics largely explained relations between parental region of origin and early academic skills. Indirect effects of early home environments and nonparental care played a modest but important role in explaining variability in academic skills related to region of origin.

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Section: Nativity Status and Academic Skills Developmentmentioning

confidence: 99%

School readiness of children from immigrant families: Contributions of region of origin, home, and childcare.

Koury¹,

Votruba‐Drzal²

2014

Journal of Educational Psychology

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“…Snow, Tabors, Nicholson, and Kurland (1995) reported that the Definitions Task assessed a wide range of language competencies and had significant correlations with other language competencies, such as narrative production, picture description, story comprehension, and receptive vocabulary (PPVT). Two measures were derived from the children's definitions: Snow (1993) suggested that children who…”

Section: Languagementioning

confidence: 99%

Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development

2009

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“…It is shown that the age at which the child begins to read depends on the level of speech development and the reading learning strategy (Lyakso et al, 2010). The success of the learning correlates with the formation of the child's reading motivation (Snow, 1993), the child's individual characteristics in the process of information processing, and the dominant cognitive style.…”

Section: Discussionmentioning

confidence: 99%

Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

Lyakso

Frolova

Matveev

2020

Front. Behav. Neurosci.

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The goal of the study is to investigate a correlation between different levels of speech organization, indicating the physiological processes of maturation of the vocal tract structures and brain regions associated with speech and language, and basic electroencephalogram (EEG) rhythms, reflecting the age-related dynamics of maturation of brain structures in children aged 4-11 years. The complex method of analysis, including EEG registration, clinical and spectral analysis of EEG; dichotic listening, identifying the profile of functional lateral asymmetry (PFLA), and phonemic hearing of the child; recording, linguistic, and acoustic analysis of child speech; and identification of speech characteristics reflecting the formation of its different levels, was used. Two complementary experimental series were conducted: the correlation between EEG parameters, speech features, dichotic listening, the PFLA, and phonemic hearing of the child in the age dynamics of 4-11 years (first); the specificity of EEG patterns in children at different stages of reading skills formation (second). The result of this study showed the correlation between acoustic and linguistic features of child speech and brain activity. The analysis of EEG and acoustic features of child speech revealed the correlation between pitch and pitch range values in spontaneous speech and thetarhythm intensity in EEG. High values of pitch and its variation in younger children (4-6 years) are related to the intensity of theta rhythm in the EEG pattern, as this rhythm is most expressed in younger children. It was revealed that the alpha rhythm is asymmetrically localized in children with clear pronunciation of words (which determines the intelligibility of their speech) that is typical for 6.5-to 11-year-old children. The formation of reading skills in a child is associated with a change in the characteristics of the alpha rhythm-from irregular, unstable, low frequency, and low amplitude in children at the beginning of reading skills mastering to medium and low amplitude, regular, asymmetrically localized in children reading words and phrases. The specifics of the relation between brain activity and different levels of speech formation at different child's age periods are discussed.

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Families as social contexts for literacy development

Cited by 57 publications

References 9 publications

School readiness of children from immigrant families: Contributions of region of origin, home, and childcare.

School readiness of children from immigrant families: Contributions of region of origin, home, and childcare.

Mothers' Storybook Reading and Kindergartners' Socioemotional and Literacy Development

Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

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