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Ashley Silcox & Seung-Hee Claire Son. (2024) The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures. The Journal of Educational Research 117:3, pages 151-165.
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Qianqian Wang, Minjie Ma, Miao Li, Yan Huang & Tingzhao Wang. (2024) Impact of Socioeconomic Status on Literacy Development of Children with Intellectual Disabilities: A Moderated Mediation Model. International Journal of Disability, Development and Education 71:2, pages 150-164.
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Yan Huang, Qianqian Wang, Minjie Ma, Zhang Qunchao, Huizhong He & Tingzhao Wang. (2023) Home Literacy Environment and Parental Perceived Literacy Development in Children with Autism: A Mediation Model. Reading & Writing Quarterly 39:5, pages 351-367.
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Oana Bucsea, Stacey Kosmerly & Maria A. Rogers. (2023) Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD. Journal of Applied School Psychology 39:1, pages 40-70.
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Jessica Tsimprea Maluch. (2022) Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students. Language and Education 36:6, pages 576-594.
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Yang Dong & Bonnie Wing-Yin Chow. (2022) Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis. Language Learning and Development 18:4, pages 485-499.
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Dandan Wu, Liman Cai, Luyao Liang & Hui Li. (2022) Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study. International Journal of Bilingual Education and Bilingualism 25:8, pages 2933-2948.
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Hui Li, Dandan Wu, Luyao Liang & Mengguo Jing. (2022) Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers. International Journal of Bilingual Education and Bilingualism 25:1, pages 241-260.
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Katrin Schulz-Heidorf, Margrethe Jernes, Trude Hoel & Anne Mangen. (2021) The role of the medium for verbal engagement: shared reading in groups with books and apps in Norwegian ECEC-institutions. European Early Childhood Education Research Journal 29:5, pages 683-695.
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Cevriye Ergül, Meral Çilem Ökcün Akçamuş, Gözde Akoğlu, Ergül Demir, Burcu Kılıç Tülü & Zeynep Bahap Kudret. (2021) Longitudinal investigation of endogenous and exogenous predictors of early literacy in Turkish-speaking kindergartners. Early Child Development and Care 191:10, pages 1651-1667.
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Annika Axelsson, Johanna Lundqvist & Gunilla Sandberg. (2020) Influential factors on children's reading and writing development: the perspective of parents in a Swedish context. Early Child Development and Care 190:16, pages 2520-2532.
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Katrina d’Apice & Sophie von Stumm. (2020) The Role of Spoken Language and Literacy Exposure for Cognitive and Language Outcomes in Children. Scientific Studies of Reading 24:2, pages 108-122.
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Kelly M. Torres & Meagan C. Arrastia-Chisholm. (2019) Second-language-acquisition developmental differences: exploring migrant children’s language production in a daycare setting. Early Child Development and Care 189:11, pages 1827-1841.
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Lori E. Skibbe & Tricia D. Foster. (2019) Participation in the Imagination Library Book Distribution Program and its Relations to Children’s Language and Literacy Outcomes in Kindergarten. Reading Psychology 40:4, pages 350-370.
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Jorge E. Gonzalez, Alain Bengochea, Laura Justice, Gloria Yeomans-Maldonado & Anita McCormick. (2019) Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study. Early Education and Development 30:2, pages 259-279.
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Inouk E. Boerma, Suzanne E. Mol & Jelle Jolles. (2018) Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders. Parenting 18:4, pages 243-261.
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Sabrina Wiescholek, Johanna Hilkenmeier, Christian Greiner & Heike M. Buhl. (2018) Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills. Reading Psychology 39:1, pages 41-68.
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Jingying Wang, Hui Li & Dan Wang. (2018) Bridging the Rural-Urban Literacy Gap in China: A Mediation Analysis of Family Effects. Journal of Research in Childhood Education 32:1, pages 119-134.
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Keely D. Cline & Carolyn Pope Edwards. (2017) Parent–Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children’s Cognitive Scores. Early Education and Development 28:1, pages 41-58.
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Mesut Saçkes, Sonnur Işıtan, Kerem Avci & Laura M. Justice. (2016) Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection?. European Early Childhood Education Research Journal 24:6, pages 857-872.
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Lorna G. Hamilton, Marianna E. Hayiou-Thomas, Charles Hulme & Margaret J. Snowling. (2016) The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia. Scientific Studies of Reading 20:5, pages 401-419.
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Meghan Kicklighter Dove, Stacey Neuharth-Pritchett, David W. Wright & Charlotte Wallinga. (2015) Parental Involvement Routines and Former Head Start Children’s Literacy Outcomes. Journal of Research in Childhood Education 29:2, pages 173-186.
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See Yeo, WinstonW. Ong & CharisM. Ng. (2014) The Home Literacy Environment and Preschool Children's Reading Skills and Interest. Early Education and Development 25:6, pages 791-814.
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Susan M. Sheridan, Lisa L. Knoche, Carolyn P. Edwards, Kevin A. Kupzyk, Brandy L. Clarke & Elizabeth Moorman Kim. (2014) Efficacy of the Getting Ready Intervention and the Role of Parental Depression. Early Education and Development 25:5, pages 746-769.
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Carla E. Förster M.Cristian A. Rojas-Barahona. (2014) Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Niños preescolares vulnerables de sectores rurales: importancia de las prácticas del hogar y la asistencia a jardín infantil en el desarrollo de habilidades de alfabetización temprana. Culture and Education 26:3, pages 476-504.
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Courtney Mitchell & John C. Begeny. (2014) Improving Student Reading Through Parents' Implementation of a Structured Reading Program. School Psychology Review 43:1, pages 41-58.
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Vicki Williams, Wendy M. Pearce & Sue Devine. (2014) First-time mothers' knowledge and beliefs regarding early communication development. Early Child Development and Care 184:1, pages 15-31.
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Dyan Cline & Carolyn
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Ann Cottone. (2012) Preschoolers’ Emergent Literacy Skills: The Mediating Role of Maternal Reading Beliefs. Early Education and Development 23:3, pages 351-372.
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S. Buhs, Greg Welch, Jennifer Burt & Lisa Knoche. (2011) Family engagement in literacy activities: revised factor structure for The Familia – an instrument examining family support for early literacy development. Early Child Development and Care 181:7, pages 989-1006.
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JillR. Brown, LisaL. Knoche, CarolynP. Edwards & SusanM. Sheridan. (2009) Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners. Early Education and Development 20:3, pages 482-506.
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MichelleM. Neumann & DavidL. Neumann. (2009) For Parents Particularly: More than Just Storybooks: Promoting Emergent Literacy Skills in the Home. Childhood Education 85:4, pages 257-259.
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Marieke Peeters, Ludo Verhoeven, Hans van Balkom & Jan de Moor. (2009) Home literacy environment: characteristics of children with cerebral palsy. International Journal of Language & Communication Disorders 44:6, pages 917-940.
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Ann Evans, Karen Williamson & Kailey Reynolds. (2008) Shared Book Reading: Parental Goals Across the Primary Grades and Goal–Behavior Relationships in Junior Kindergarten. Early Education and Development 19:1, pages 112-137.
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