Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1
Silinskas, G., Aunola, K., Lerkkanen, M.-K., & Raiziene, S. (2021). Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1. Frontiers in Psychology, 11, Article 610870. https://doi.org/10.3389/fpsyg.2020.610870
Published inFrontiers in Psychology
© 2021 Silinskas, Aunola, Lerkkanen and Raiziene.
We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Research post as Academy Research Fellow, AoF; Research costs of Academy Research Fellow, AoF; Postdoctoral Researcher, AoF
Additional information about fundingThis research was supported by grants from the Academy of Finland awarded to GS (# 296082, # 331525, and # 336148).
Showing items with similar title or keywords.
Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2 Silinskas, Gintautas; Sénéchal, Monique; Torppa, Minna; Lerkkanen, Marja-Kristiina (Frontiers Media, 2020)According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print ...
Leppänen, Ulla (Jyväskylän yliopisto, 2006)
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9 Khanolainen, Daria; Psyridou, Maria; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija; Torppa, Minna (Frontiers Media SA, 2020)This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development ...
Silinskas, Gintautas; Di Lonardo, Sabrina; Douglas, Heather; Xu, Chang; LeFevre, Jo-Anne; Garckija, Renata; Gabrialaviciute, Ingrida; Raiziene, Saule (Elsevier, 2020)The aim of the present study was to investigate longitudinal associations between formal home numeracy activities and children’s arithmetic fluency skills. Children were followed during the transition from the end of ...
Kulo, Harri (2016)Tässä tutkimuksessa selvitettiin kehityksellisen lukivaikeuden ilmenemistä ja sitä, onko kotiympäristötekijöillä (lasten lukemisen harrastuneisuus, vanhempien lukeminen lapsille, vanhemmat opettavat lapsia lukemaan liittyvissä ...