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European Journal of Psychology of Education

, Volume 25, Issue 2, pp 243–264 | Cite as

Mothers’ reading-related activities at home and learning to read during kindergarten

  • Gintautas SilinskasEmail author
  • Rauno Parrila
  • Marja-Kristiina Lerkkanen
  • Anna-Maija Poikkeus
  • Pekka Niemi
  • Jari-Erik Nurmi
Article

Abstract

This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child. The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls, firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten year.

Keywords

Kindergarten Shared reading Teaching letters Teaching of reading Word reading 

Synthèse

Cette recherche approfondie examine comment les activités de lecture chez les femmes au foyer se répercutent sur le développement des compétences de lecture chez leurs enfants à la maternelle. Un total de 1.529 enfants (âgés de 5 à 6 ans) ont subi un test de lecture de mots à deux reprises, le premier en début de maternelle et le second à la fin. Les mères des enfants (n = 1.529) ont répondu à un questionnaire sur les activités de lecture avec leurs enfants à la maison (sur la lecture partagée, l’enseignement des lettres et l’apprentissage de la lecture) et sur leur niveau d’éducation, l’ordre de naissance de leur enfant ainsi que le sexe de celui-ci. Les résultats montrent que des trois activités de lecture, l’apprentissage par la mère est le meilleur indicateur de compétence de lecture chez les enfants à la maternelle. Ils dévoilent que de bonnes compétences de lecture en début d’année de maternelle augmentent la capacité d’assimilation de l’enseignement maternel que l’enfant recevra par la suite. De plus, les résultats démontrent que les filles, les aînés et les enfants des mères ayant fait des études supérieures vont plus que probablement devenir de bons lecteurs avant la fin de l’année de maternelle.

Notes

Acknowledgements

This study has been carried out in the Center of Excellence in Learning and Motivation Research, Programs Nr. 213486 (2006–2011) and Nr. 125811 (2008–2009), financed by the Academy of Finland.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science + Business Media BV 2010

Authors and Affiliations

  • Gintautas Silinskas
    • 1
    Email author
  • Rauno Parrila
    • 3
  • Marja-Kristiina Lerkkanen
    • 2
  • Anna-Maija Poikkeus
    • 2
  • Pekka Niemi
    • 4
  • Jari-Erik Nurmi
    • 1
  1. 1.Department of PsychologyUniversity of JyväskyläJyväskyläFinland
  2. 2.Department of Teacher EducationUniversity of JyväskyläJyväskyläFinland
  3. 3.Department of Educational PsychologyUniversity of AlbertaAlbertaCanada
  4. 4.Department of PsychologyUniversity of TurkuTurkuFinland

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