Parental and teacher commitment in emergent literacy development

Socio‐economic background, parental involvement and teacher perceptions of these in relation to pupil achievement

“…That is, teachers appear to hold a rather stereotyped image of the involvement of parents in their children's education (cf. Shun-Wing, 2000;Stoep et al, 2002;Tett, 2004).…”

“…Although the results of some studies demonstrate a clear relation between social class and parental involvement in the education of their children (Eccles & Harold, 1996;Grolnick et al, 1997;Griffith, 1998), the results of other studies show parental involvement to vary, independent of the socio-economic characteristics of families (Sui-Chu & Willms, 1996;Jimerson et al, 1999;Goldenberg, 2001;Stoep et al, 2002). The magnitude of the observed effects of socio-economic background on parental involvement has also been found to depend on what aspects of parental involvement are considered (Denessen et al, 2001;López, 2001).…”

“…(Reynolds, 1992;Shun-Wing, 2000;Tett, 2004). In fact, the home-based involvement of lower SES parents has even been shown to be higher than the home-based involvement of higher SES parents (Stoep et al, 2002).…”

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

“…For example, Bus et al's (1995) meta-analysis reported a positive association between shared reading and children's literacy development whereas Scarborough and Dobrich (1994), based on review of 30 years of literature, concluded that shared reading was not associated with literacy skills as consistently or strongly as could be expected. Several recent studies have provided support for Scarborough and Dobrich's (1994) argument by demonstrating that shared reading is not associated with phonological sensitivity, letter knowledge or word decoding in either inconsistent (Evans et al, 2000;Foy & Mann, 2003;Frijters, Barron, & Brunello, 2000;Sénéchal & LeFevre, 2002;Stephenson, Parrila, Georgiou, & Kirby, 2008) or consistent orthographies (de Jong & Leseman, 2001; van Steensel, 2006;Stoep, Bakker, & Verhoeven, 2002). However, it is possible that shared book reading is related to the development of vocabulary knowledge (Frijters et al, 2000;Sénéchal & LeFevre, 2002;Torppa et al, 2007), and vocabulary knowledge is then associated with later reading comprehension (de Jong & Leseman, 2001;Sénéchal, 2006;Storch & Whitehurst, 2002).…”

Literature Review

“…This indicates that the effects of student background characteristics on the relation between parental involvement and student outcomes are also unclear. While most studies show a positive relationship between SES and parental involvement (Cooper et al 2000;Fan and Chen 2001;Mattingly et al 2002), a study of Dutch parents of primary school students (Stoep et al 2002) revealed that home-based involvement was higher among lower SES parents than among high SES parents. Yet another Dutch study found no relation between the educational level of the parents of primary school children and involvement in their child's education (Bakker et al 2007).…”