Abstract
The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment.
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Aram, D., Levin, I. The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective. Reading and Writing 17, 387–409 (2004). https://doi.org/10.1023/B:READ.0000032665.14437.e0
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DOI: https://doi.org/10.1023/B:READ.0000032665.14437.e0