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Parents’ reading-related knowledge and children’s reading acquisition


Parents’ reading-related knowledge and children’s reading acquisition

Ladd, Megan and Martin-Chang, Sandra and Levesque, Kyle (2011) Parents’ reading-related knowledge and children’s reading acquisition. Annals of Dyslexia, 61 (2). pp. 201-222. ISSN 0736-9387

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Official URL: http://dx.doi.org/10.1007/s11881-011-0053-1


Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter–word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter–word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents’ own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Article
Authors:Ladd, Megan and Martin-Chang, Sandra and Levesque, Kyle
Journal or Publication:Annals of Dyslexia
Keywords:Children’s reading acquisition; Reading-related knowledge; Teachers’ reading-related knowledge
ID Code:973637
Deposited On:09 Mar 2012 17:27
Last Modified:09 Mar 2012 17:27
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