Parental involvement in the development of children's reading skill: a five-year longitudinal study

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Early years
English
Parents

What were the researchers' aims and what did they find out?

The researchers wanted to find out:

the relative importance of two parent activities: storybook reading and informal teaching (the alphabet etc.) on the development of their child’s language and literacy;
the relationship between early home literacy experiences and children’s subsequent reading acquisition;
the relationship between early home literacy experiences and fluent reading.

The authors found clear links from the children's pre-school experiences to fluent reading at age nine years, through two 'pathways' identified in the study:

storybook reading led to the development of children's oral language skills, and these language skills led directly to children's subsequent fluent reading skills;
informal parental teaching led to the development of children's early word-reading skills, which were indirectly related to reading attainment in grade 3.

The researchers also found that children’s awareness of sounds and parents' continued reading of storybooks after the children had started school contributed to fluent reading.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the researchers' aims and what did they find out? How did parental involvement affect children's reading attainment? Why is parental involvement in children's literacy development important? How was the study designed? What are the implications of the study for parents and teachers? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Parental involvement in the development of children's reading skill: a five-year longitudinal study This digest found in Early years English Parents Send to a friend Word doc 50KB Printer friendly Collate for later What were the researchers' aims and what did they find out? The researchers wanted to find out: the relative importance of two parent activities: storybook reading and informal teaching (the alphabet etc.) on the development of their child’s language and literacy; the relationship between early home literacy experiences and children’s subsequent reading acquisition; and the relationship between early home literacy experiences and fluent reading. The authors found clear links from the children's pre-school experiences to fluent reading at age nine years, through two 'pathways' identified in the study: storybook reading led to the development of children's oral language skills, and these language skills led directly to children's subsequent fluent reading skills; and informal parental teaching led to the development of children's early word-reading skills, which were indirectly related to reading attainment in grade 3. The researchers also found that children’s awareness of sounds and parents' continued reading of storybooks after the children had started school contributed to fluent reading.