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

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How did parental involvement affect children's reading attainment?

The authors tracked the effects of early parental involvement upon the development of children's reading skills from the beginning of grade 1 until the end of grade 3. Specifically they found that:

Prior to grade 1 (age 4 - 5 years)

storybook exposure encouraged children's oral language skills (vocabulary and listening);
parental teaching encouraged the development of word skills (knowing letters, sounding out and blending sounds in simple words, sight reading some whole words and invented spelling);
oral language was not directly related to developing word skills and vice versa, but both contributed to an awareness of sounds.

At the end of grade 1 (age 6 - 7 years)

early parental teaching encouraged children's developing word skills, which fostered their early reading skills;
oral language did not appear to influence grade 1 reading, but awareness of sounds did. The authors cited other research which showed that children need to have sufficiently fluent decoding skills before oral language skills start to have an influence.

At the end of grade 3 (age 8 - 9 years)

oral language skills and awareness of sounds were linked with fluent reading in grade 3, but early word reading skills were not significant at this age, unlike at grade 1;
storybook reading by both parents and children during the time the children were in grade 1 was related to the children’s grade 3 reading skills.

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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 How did parental involvement affect children's reading attainment? The authors tracked the effects of early parental involvement upon the development of children's reading skills from the beginning of grade 1 until the end of grade 3. Specifically they found that: Prior to grade 1 (age 4 - 5 years) storybook exposure encouraged children's oral language skills (vocabulary and listening); parental teaching encouraged the development of word skills (knowing letters, sounding out and blending sounds in simple words, sight reading some whole words and invented spelling); and oral language was not directly related to developing word skills and vice versa, but both contributed to an awareness of sounds. At the end of grade 1 (age 6 - 7 years) early parental teaching encouraged children's developing word skills, which fostered their early reading skills; and oral language did not appear to influence grade 1 reading, but awareness of sounds did. The authors cited other research which showed that children need to have sufficiently fluent decoding skills before oral language skills start to have an influence. At the end of grade 3 (age 8 - 9 years) oral language skills and awareness of sounds were linked with fluent reading in grade 3, but early word reading skills were not significant at this age, unlike at grade 1; and storybook reading by both parents and children during the time the children were in grade 1 was related to the children’s grade 3 reading skills.