Who Reads to Young Children?: Identifying Predictors of Family Reading Activities

Yarosz, Donald J.; Barnett, W. Steven

doi:10.1080/02702710151130235

Cited by 98 publications

(81 citation statements)

References 19 publications

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“…Further research is needed to understand the associations between parental characteristics and reading to young children as well as teachers' attitudes and behaviour. This could contribute to the development of improved literacy interventions for young children and their families (Yarosz & Barnett, 2001 …”

Section: Resultsmentioning

confidence: 99%

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Griva¹,

Alevriadou²,

Semoglou³

2012

IES

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The purpose of the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and metacognitive strategies, (2) to record the difficulties encountered by males and females when reading and (3) to highlight possible differences between male and female students in reading preferences. 405 Greek students (206 boys and 199 girls, M=11.21 years old, SD.=0.47) participated in the study and were asked to fill in a questionnaire including questions related to reading preferences and attitudes. In addition, 32 students from the total sample were asked to choose their favourite text to read and think aloud about the processes they followed and the strategies they used. The questionnaire results indicated significant differences between male and female students in reading preferences, since the female students showed a greater preference for 'human-interest' stories and male ones preferred to read comics and action-stories. The verbal data revealed the female students' flexibility in strategy use and their higher metacognitive awareness compared to male students. Reading, gender and social factors are discussed in the light of citizenship education.

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Section: Resultsmentioning

confidence: 99%

Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

Griva¹,

Alevriadou²,

Semoglou³

2012

IES

View full text Add to dashboard Cite

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“…Although much of the data linking parental education and children's academic performance are correlational, there is reason to believe that there are causal influences that likely manifest in the home environment. For example, early joint book reading has been found to have a strong effect on later literacy (Bus, van Ijzendoorn, & Pellegrini, 1995), and frequency of participation in this activity is positively associated with parents' higher educational attainment (Yarosz & Barnett, 2001). Furthermore, performance of Head Start students on the Peabody Picture Vocabulary Test-Revised (PPVT-R) improved the most for those students whose parents participated in joint reading of books sent home (Whitehurst et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

Mind the Gap

Cohen

White

Cohen

2012

Journal of Literacy Research

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Historically, Whites have scored higher than Blacks on most measures of literacy (referred to as the Black-White literacy gap). The authors outline the historic social inequities that contributed to the Black-White literacy gap as well as the current school and home environment that may maintain it. They then examine the current state of the Black-White literacy gap using data from the primary instrument that the U.S. Department of Education uses to assess adult literacy: the 1992 National Assessment of Literacy Survey and the 2003 National Assessment of Adult Literacy. Their analysis shows that (a) the adult Black-White literacy gap decreased between 1992 and 2003, although is still sizable; (b) Blacks and Whites garner equal gains from advancing in educational attainment; (c) there was little evidence of a reduction in Black-White literacy gaps within educational attainment levels, and (d) there was significant evidence of more Blacks moving up the educational attainment ladder. This pattern of data suggests that the decrease in the overall Black-White literacy gap was significantly influenced by Blacks' achievement of higher levels of educational attainment.Keywords education, adult literacy, achievement gap, NAAL, affirmative action 124 Journal of Literacy Research 44(2)Policy makers, researchers, and educators have historically considered literacy a measure of the quality of education. It is only recently, however, that the U.S. government began explicitly addressing the importance of adult literacy. In 1988, the U.S. Congress asked the U.S. Department of Education to address the need for national adult literacy information (Kaestle, Campbell, Finn, Johnson, & Mikulecky, 2001). In 1992, the U.S. Department of Education's National Center for Education Statistics (NCES) administered the first national adult literacy assessment to the U.S. population 16 and older with the National Adult Literacy Survey (NALS). In 2003, adult literacy was assessed again under its new name, the National Assessment of Adult Literacy (NAAL; Kutner, Greenberg, Jin, Boyle, Hsu, & Dunleavy, 2007). The NAAL was designed so that its data were directly comparable to the NALS. 1 The 1992 NALS and the 2003 NAAL represent the most comprehensive assessments of adult literacy in the United States.Historically, Whites have outperformed Blacks on most measures of literacy (Hedges & Nowell, 1998), which will be referred to as the Black-White literacy gap. 2The Black-White literacy gap grew out of differences in educational attainment (i.e., the highest degree of education an individual has completed) between the Black and White populations. Differences in educational attainment grew out of racial oppression. In the present article, we examine the Black-White literacy gap in detail using data from the 1992 NALS and the 2003 NAAL. In particular, (a) we assess whether the size of the Black-White literacy gap changed from 1992 to 2003, and (b) if changes occur, we examine the source of those changes, with a specific emphasis on how they rel...

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“…In our New Jersey sample, more than half the children participated in pre-K when they were three (the comparison group). We did not collect comparable data in the other four states, but many were eligible to enroll in Head Start or private preschool programs (Yarosz & Barnett, 2001). If current pre-K programs are indeed required to surpass no-cause baseline criteria that are higher than in the past, this suggests how robustly effective state pre-K programs are.…”

Section: Discussionmentioning

confidence: 99%