Unique Contributions of Maternal Reading Proficiency to Predicting Children’s Preschool Receptive Vocabulary and Reading Proficiency

Phillips, Linda M.; Norris, Stephen R.; Hayward, Denyse V.; Lovell, Meridith

doi:10.1007/s10643-014-0632-y

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…For Zhao et al (2013), reading anxiety emerges because rural EFL learners cannot accommodate the complicated use of various vocabularies in an L2 reading text. To solve such obstacles, understanding how a word is structured and constructed should be enhanced through the view of morphology as the core study of word construction and meaning (Phillips et al, 2014). Along the same line, a study by Li and Kirby (2014) proved that vocabulary needs to be started from the beginning level, such as the morphology of words and meaning.…”

Section: Discussionmentioning

confidence: 99%

Reading Anxiety of Efl Learners in Indonesian Rural Schools: A Quantitative Study

Mudra

Mckinnon²

2022

LLT Journal

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The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.

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Section: Discussionmentioning

confidence: 99%

Reading Anxiety of Efl Learners in Indonesian Rural Schools: A Quantitative Study

Mudra

Mckinnon²

2022

LLT Journal

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“…Algunos estudios han determinado que las expectativas y actitudes de los padres infl uyen directamente en las prácticas de alfabetización y lectura de los hogares (Strasser y Lissi, 2009). Por tal motivo, cuando se evalúa el CSF es importante considerar estas variables, que -a su vez-pueden estar mediadas ESTUDIOS SOBRE EDUCACIÓN / 2021 por el NSE, la comprensión de la alfabetización por parte de los padres, sus propias experiencias de escolarización, su conocimiento de cómo los/as niños/as aprenden y la confi anza en las capacidades de sus hijos/as y (Hannon et al, 2019;Phillips, Norris, Hayward y Lovell, 2017).…”

Section: Expectativas De Los Padres Hacia Sus Hijos En La Alfabetización Emergenteunclassified

Diseño y validación del Cuestionario Socio-familiar de los Dominios de Alfabetización Emergentes en estudiantes de enseñanza pre-escolar chilenos

Manosalba-Torres

Arancibia-Gutiérrez²

2021

Estudios sobre Educación

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El presente trabajo tiene por objetivo dar a conocer el diseño y validación del Cuestionario Socio- Familiar de los Dominios de Alfabetización Emergente (CSDAE), que evalúa el contexto socio-familiar alfabetizador de niños/as chilenos/as en edades tempranas. El estudio contó con una muestra de 213 familias de los niveles socio-económicos bajo, bajo-medio y medio. Los resultados muestran una fiabilidad según alfa de Cronbach de ,90 y un coeficiente de omega ,94. La primera versión del cuestionario agrupó los ítems en cinco factores que explicaron un ajuste satisfactorio. El instrumento es un aporte para la investigación relacionada con la evaluación del ambiente socio-familiar alfabetizador.

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“…These include parents' levels of education and levels of literacy, their attitudes to written language, their past experience of schooling, their understanding of children's literacy and how it is acquired, their knowledge of how children learn, and their confidence as teachers. Whilst studies have attempted to investigate the relative importance of such family characteristics, and their interrelationships, in specific populations (Baroody and Dobbs-Oates 2009;Cottone 2012;Phillips et al 2017) research into how family characteristics affect children's responses to intervention programmes remains limited.…”

Section: Introductionmentioning

confidence: 99%

Effects of extending disadvantaged families’ teaching of emergent literacy

Hannon

Nutbrown

Morgan

2019

Research Papers in Education

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Intervention to raise the literacy achievement of disadvantaged groups in society has focused on preschool literacy development because it is predictive of later educational achievement and because research has shown that key strands of literacy emerge very early in childhood. Intervention programmes to promote emergent literacy are likely to be more effective if they involve families rather than children alone but meta-analyses reveal effect sizes for family-based programmes are variable and generally lower for disadvantaged families. This article suggests reasons for limited effectiveness and reports a study of a preschool intervention programme that used a particular conceptual framework, and approach, in working with families to extend their facilitative (rather than instructional) teaching of several strands of emergent literacy. Disadvantaged families with three-year-olds were invited to join a long-duration, low-intensity programme before school entry. Home visiting was a core component of the programme, alongside community based and centre-based activities, supplemented by other means of communication. A randomised controlled trial, involving 176 families, was used to investigate effects on children's literacy at the end of the programme and two years later. The intervention was found to be effective; effects persisted at follow up for children of mothers with low educational levels. Practice, policy and future research implications are discussed.

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Unique Contributions of Maternal Reading Proficiency to Predicting Children’s Preschool Receptive Vocabulary and Reading Proficiency

Cited by 7 publications

References 17 publications

Reading Anxiety of Efl Learners in Indonesian Rural Schools: A Quantitative Study

Reading Anxiety of Efl Learners in Indonesian Rural Schools: A Quantitative Study

Diseño y validación del Cuestionario Socio-familiar de los Dominios de Alfabetización Emergentes en estudiantes de enseñanza pre-escolar chilenos

Effects of extending disadvantaged families’ teaching of emergent literacy

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