Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile

“…Thus, educators can best prevent literacy problems and interrelated social problems through interventions that help parents adopt the behaviors and attitudes characterizing high-achieving mainstream families. Specifically, parents learn child-rearing practices and oral and written literacy practices that are associated with language and literacy development and academic achievement such as dialogic book reading, school involvement, helping with homework, and specific parenting strategies (e.g., Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002;Bus, van Ijzendoorn, & Pellegrini, 1995;Hoover-Dempsey et al, 2001;Lonigan & Whitehurst, 1998;Morrow & Young, 1997;Sénéchal, LeFevre, Thomas, & Daley, 1998;Snow, Barnes, Chandler, Goodman, & Hemphill, 1991). Parents often appreciate the new strategies and knowledge they learn in such programs (L. M. Phillips, Hayden, & Norris, 2006).…”

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

“…In particular it is important that parents have the confidence to keep on prioritising enjoyment within their shared reading relationships with their children and know that they are doing the 'right' thing for their children by maintaining these reading activities in ways that suit their own families. We already know that the maintenance of shared reading practice is beneficial for children (Snow 1994;Bus et al, 1995;Cline and Edwards, 2013) however this study has shown that such activity can also help some parents to improve their own personal relationship with reading. 146 Levy, …”

“…Over the years a number of studies have shown how shared reading in the home supports young children's language development (Snow, 1994;Bus et al, 1995;Cline and Edwards, 2013). In 1995 Bus et al examined data from a number of studies on the frequency of book-reading to pre-school children and found that shared book reading had a moderate to strong relationship with measures such as emergent literacy, children's language growth and reading achievement.…”

“…As discussed in the introduction, there is no shortage of literature supporting the view that shared reading in the home has a number of benefits for children including support for their language and emergent literacy skills (Bus et al, 1995, Mol et al, 2008Anderson, Anderson, Friedrich, & Kim, 2010) through to the promotion of social and emotional advantage (Vandermaas-Peeler, Sassine, Price, & Brilhart, 2011).…”

Los beneficios de la lectura compartida de libros: breve revisión

“…Los estudios de metaanálisis que han relacionado frecuencia con beneficios muestran que la frecuencia de la lectura compartida es un predictor (explica el 8% de la varianza) del desarrollo del lenguaje (Bus, van IJzendoorn y Pellegrini, 1995). Sin embargo, no hay apenas investigación sobre cuál es la frecuencia ideal.…”