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PubMed Publications| Keyword search (4,163 papers available) |  |
"Martin-Chang S" Authored Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | Parents' reading-related knowledge and children's reading acquisition | Ladd M; Martin-Chang S; Levesque K; | 21678121 EDUCATION |
| 2 | Thinking aloud: effects on text comprehension by children with specific language impairment and their peers | McClintock B; Pesco D; Martin-Chang S; | 25180778 EDUCATION |
| 3 | From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence | Tremblay B; Rodrigues ML; Martin-Chang S; | 33071904 CONCORDIA |
| Title: | Parents' reading-related knowledge and children's reading acquisition | ||||
| Authors: | Ladd M, Martin-Chang S, Levesque K | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/21678121/ | ||||
| DOI: | 10.1007/s11881-011-0053-1 | ||||
| Publication: | Annals of dyslexia | ||||
| Keywords: | |||||
| PMID: | 21678121 | Category: | Date Added: | 2011-06-17 | |
| Dept Affiliation: |
EDUCATION
1 Department of Education, Concordia University, 1455 de Maisonneuve Boulevard West, Montreal, QC, Canada, H3G 1M8. m_ladd@education.concordia.ca |
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Description: |
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. |
