Parents’ reading-related knowledge and children’s reading acquisition
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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.
KeywordsChildren’s reading acquisition Reading-related knowledge Teachers’ reading-related knowledge
We wish to thank all of the parents and children who participated in this study and gratefully acknowledge financial support from FQRSC to the second author. We wish to also thank Holly Recchia and two anonymous reviewers from Annals of Dyslexia for their careful reading and thoughtful comments on an earlier draft of this paper.
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