Citations (32)
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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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Julia R. Farmer, Lauren D. Goegan & Lia D. Daniels. (2022) A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading. Leisure/Loisir 46:3, pages 429-452.
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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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Shelley Xiuli Tong, Ruby Wing Yan Wong, Joyce Lok Yin Kwan & Joanne Arciuli. (2020) Theory of Mind as a Mediator of Reading Comprehension Differences between Chinese School-Age Children with Autism and Typically Developing Peers. Scientific Studies of Reading 24:4, pages 292-306.
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Falk Huettig, Thomas Lachmann, Alexandra Reis & Karl Magnus Petersson. (2018) Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience 33:3, pages 333-350.
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Articles from other publishers (27)
Kathryn L Roberts & Shana E Rochester. (2021) Learning through everyday activities: Improving preschool language and literacy outcomes via family workshops. Journal of Early Childhood Literacy 23:4, pages 495-528.
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Zoi A. Traga Philippakos, Rachael Ross & Jessica Summers. (2022) Promoting Ongoing Partnerships in Family Literacy Through Yearlong Collaborations. Early Childhood Education Journal 51:8, pages 1499-1510.
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Christian Tarchi, Lidia Casado-Ledesma, Giulia Sanna & Margherita Conti. (2023) The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings. European Journal of Psychology of Education.
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Tahsin FIRAT & İlhan KOYUNCU. (2023) The Influence of Student-Level Factors on Reading Literacy: A Comprehensive Study. Kuramsal Eğitimbilim 16:4, pages 843-867.
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Judit Fekete, Zsuzsanna Pótó, Eszter Varga, Dóra Hebling, Márton Herold, Noémi Albert, Borbála Pethő, Tamás Tényi & Róbert Herold. (2023) The effect of reading literary fiction on the theory of mind skills among persons with schizophrenia and normal controls. Frontiers in Psychiatry 14.
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Hyun Kyung Lee, Wai Sum Chan & Shelley Xiuli Tong. (2022) The heterogeneity and interrelationships among theory of mind, executive function, and reading comprehension deficits in Hong Kong Chinese children with Autism. Reading and Writing 36:6, pages 1539-1565.
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Jie Hu, Ge Yan, Xu Wen & Yanyu Wang. (2023) Gender differences in reading medium, time, and text types: Patterns of student reading habits and the relation to reading performance. Reading and Writing.
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Merfat Ayesh Alsubaie. (2022) Factors Affecting Early Literacy Learning Spaces of Young Children: The Context of Home Literacy in Saudi Arabia. Education Sciences 12:11, pages 791.
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Sanne W. van der Kleij, Ian Apperly, Laura R. Shapiro, Jessie Ricketts & Rory T. Devine. (2022) Reading fiction and reading minds in early adolescence: A longitudinal study. Journal of Experimental Child Psychology 222, pages 105476.
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Fude Duan, Jianhua Zhou & Peng Li. (2022) Correlation Analysis between Early Reading Amount and Expressive Ability of Young Children Aided by Multiple Information Processing Techniques under the Heuristic Pattern. Security and Communication Networks 2022, pages 1-11.
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Dilek Altun. (2022) Family Ecology as a Context for Children’s Executive Function Development: the Home Literacy Environment, Play, and Screen Time. Child Indicators Research 15:4, pages 1465-1488.
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Virginia Tompkins. (2022) Relations between the home literacy environment and young children’s theory of mind. Cognitive Development 62, pages 101179.
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Lihua ZHAO, Yunmei YANG & Jing LI. (2022) The relationship between children’s reading and theory of mind. Advances in Psychological Science 30:1, pages 65-76.
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Serena Lecce & Rory T. Devine. (2021) Theory of mind at school: Academic outcomes and the influence of the school context. Infant and Child Development 31:1.
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Xueliang Chen & Jie Hu. (2021) Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective. Frontiers in Psychology 12.
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Qiufeng Gao, Yang Zhang, Wei Nie, Han Liu, Huan Wang & Yaojiang Shi. (2021) It all starts at home: ‘Home reading environment and reading outcomes in rural China’. Journal of Research in Reading 44:3, pages 529-553.
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Alisa K Lincoln, Mara Eyllon, Christopher Prener, Suzanne Garverich, John Griffith, Wallis Adams, Tammi Arford, Lindsay Rosenfeld, Sherry Nykiel, Peggy Johnson, Margaret Guyer, Y. Jude Leung & Michael Paasche-Orlow. (2021) Prevalence and Predictors of Limited Literacy in Public Mental Health Care. Community Mental Health Journal 57:6, pages 1175-1186.
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Amy A. Weimer, Katherine Rice Warnell, Idean Ettekal, Kelly B. Cartwright, Nicole R. Guajardo & Jeffrey Liew. (2021) Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. Developmental Review 59, pages 100945.
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Serena Lecce, Federica Bianco & Claire Hughes. (2021) Reading minds and reading texts: Evidence for independent and specific associations. Cognitive Development 57, pages 101010.
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Susanne Ebert, Simone Lehrl & Sabine Weinert. (2020) Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background. Frontiers in Psychology 11.
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Jackie Eunjung Relyea, Jie Zhang, Yu Liu & Ma. Glenda Lopez Wui. (2019) Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses. Reading Research Quarterly 55:3, pages 473-492.
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Susanne Ebert. (2020) Early Language Competencies and Advanced Measures of Mental State Understanding Are Differently Related to Listening and Reading Comprehension in Early Adolescence. Frontiers in Psychology 11.
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Young-Suk Grace Kim. (2020) Theory of mind mediates the relations of language and domain-general cognitions to discourse comprehension. Journal of Experimental Child Psychology 194, pages 104813.
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Susanne Ebert. (2020) Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology 191, pages 104739.
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Falk Huettig & Martin J. Pickering. (2019) Literacy Advantages Beyond Reading: Prediction of Spoken Language. Trends in Cognitive Sciences 23:6, pages 464-475.
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Anne Mangen, Anne Charlotte Begnum, Anežka Kuzmičová, Kersti Nilsson, Mette Steenberg & Hildegunn Støle. (2018) Empathy and literary style. Orbis Litterarum 73:6, pages 471-486.
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Rebecca A. Dore, Steven J. Amendum, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2018) Theory of Mind: a Hidden Factor in Reading Comprehension?. Educational Psychology Review 30:3, pages 1067-1089.
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