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Early Education and Development Volume 18, 2007 - Issue 1
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Original Articles

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

Gary E. Bingham Department of Teacher Education, Brigham Young University
Pages 23-49 | Published online: 05 Dec 2007

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Helen Smith, Kym Dunstan, Katelyn Melvin, Rebecca Armstrong, Skye Frazer-Ryan & Nerina Scarinci. (2023) Co-designing a shared book reading environment at a community hub. International Journal of Speech-Language Pathology 25:3, pages 376-387.
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Xinyi Zhang & Carrie Lau. (2022) Development and validation of a parent belief and attitude questionnaire on supporting young children's English as a second/foreign language development. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Carla Peixoto, Joana Cadima & Teresa Leal. (2022) Mothers’ educational level and literacy beliefs: associations with home literacy experiences. International Journal of Early Years Education 30:2, pages 167-183.
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Karen Boardman & Rachael Levy. (2021) ‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes. Early Years 41:5, pages 443-457.
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Chrysoula Tsirmpa, Nektarios Stellakis & Konstantinos Lavidas. (2021) Beliefs of parents of preschool children about literacy: facilitative and conventional approaches. European Early Childhood Education Research Journal 29:4, pages 519-532.
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E. Krijnen, R. Van Steensel, M. Meeuwisse & S. Severiens. (2021) Measuring Parental Literacy Beliefs in a Socio-Economically, Linguistically and Ethnically Diverse Sample. Early Education and Development 32:4, pages 608-635.
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Shaneha Patel, Aviva Segal & Sandra Martin-Chang. (2021) “I Love This Story!” Examining Parent-Child Interactions during Storybook Reading. Early Education and Development 32:3, pages 385-401.
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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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Youngok Jung. (2019) Associations between in-the-moment behavior of children, family literacy program use, and Latina mother-child book reading. Early Child Development and Care 189:13, pages 2071-2084.
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Iheoma U. Iruka, Brenda P. Jones Harden, Gary Bingham, Jan Esteraich & Sheridan Green. (2018) Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes. Early Education and Development 29:4, pages 515-539.
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Jisu Han, Marisa Schlieber & Bradley Gregory. (2017) Associations of Home and Classroom Environments with Head Start Children's Code-Related and Oral Language Skills. Journal of Education for Students Placed at Risk (JESPAR) 22:4, pages 200-219.
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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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Dorit Aram, Inbal Cohen Meidan & Deborah Bergman Deitcher. (2016) A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation. Reading Psychology 37:7, pages 995-1024.
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Frank Niklas, Caroline Cohrssen & Collette Tayler. (2016) Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education 24:2, pages 121-142.
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Deena J. Chisolm, Madhurima Sarkar, Kelly J. Kelleher & Lee M. Sanders. (2015) Predictors of Health Literacy and Numeracy Concordance Among Adolescents With Special Health Care Needs and Their Parents. Journal of Health Communication 20:sup2, pages 43-49.
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Jisu Han & Stacey Neuharth-Pritchett. (2015) Meaning-Related and Print-Related Interactions Between Preschoolers and Parents During Shared Book Reading and Their Associations With Emergent Literacy Skills. Journal of Research in Childhood Education 29:4, pages 528-550.
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Kathryn E. Bojczyk, Heather Rogers-Haverback, Hye Pae, Anna E. Davis & Rihana S. Mason. (2015) Cultural capital theory: a study of children enrolled in rural and urban Head Start programmes. Early Child Development and Care 185:9, pages 1390-1408.
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Lay 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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RobinL. Hojnoski, Helen Lynn Columba & Joy Polignano. (2014) Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation. Early Education and Development 25:4, pages 469-492.
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Jisu Han & Stacey Neuharth-Pritchett. (2014) Parents' Interactions With Preschoolers During Shared Book Reading: Three Strategies for Promoting Quality Interactions. Childhood Education 90:1, pages 54-60.
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Keely Dyan Cline & Carolyn Pope Edwards. (2013) The Instructional and Emotional Quality of Parent–Child Book Reading and Early Head Start Children's Learning Outcomes. Early Education and Development 24:8, pages 1214-1231.
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Chu-Chu Wu & Alice Sterling Honig. (2013) Taiwanese preschoolers' emergent reading behaviours with an unfamiliar storybook. Early Child Development and Care 183:10, pages 1486-1507.
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Sandra Martin-Chang & OdetteN. Gould. (2012) Reading to Children and Listening to Children Read: Mother–Child Interactions as a Function of Principal Reader. Early Education and Development 23:6, pages 855-876.
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Elizabeth 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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Adina Schick & Gigliana Melzi. (2010) The Development of Children's Oral Narratives Across Contexts. Early Education and Development 21:3, pages 293-317.
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BarbaraL. Rodríguez, Carol Scheffner Hammer & FrankR. Lawrence. (2009) Parent Reading Belief Inventory: Reliability and Validity With a Sample of Mexican American Mothers. Early Education and Development 20:5, pages 826-844.
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Vrinda Kalia & Elaine Reese. (2009) Relations Between Indian Children's Home Literacy Environment and Their English Oral Language and Literacy Skills. Scientific Studies of Reading 13:2, pages 122-145.
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HeatherB. Taylor, JasonL. Anthony, Rachel Aghara, KarenE. Smith & SusanH. Landry. (2008) The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills. Early Education and Development 19:1, pages 188-207.
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Riya Sara Jacob, Sunila John, Monica L. Bellon-Harn & Vinaya Manchaiah. (2023) Exploring Maternal Interactions During Shared Book Readings in Indian Home Contexts. Early Childhood Education Journal.
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