The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures

References

• Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269. https://doi.org/10.1080/713775283
   Google Scholar
• Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48(1), 5–37. https://doi.org/10.1016/j.jsp.2009.10.001
   PubMed Web of Science ®Google Scholar
• Baroody, A. E., & Diamond, K. E. (2012). Measures of preschool children’s interest and engagement in literacy activities: Examining gender differences and construct dimensions. Early Childhood Research Quarterly, 28(2), 291–301. https://doi.org/10.1016/j.ecresq.2012.07.002
   Web of Science ®Google Scholar
• Baroody, A. E., & Diamond, K. E. (2016). Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills. Journal of Early Childhood Research, 14(2), 146–162. https://doi.org/10.1177/1476718X14529280
   Web of Science ®Google Scholar
• Baroody, A. E., & Dobbs-Oates, J. (2011). Child and parent characteristics, parental expectations, and child behaviours related to preschool children’s interest in literacy. Early Child Development and Care, 181(3), 345–359. https://doi.org/10.1080/03004430903387693
   Google Scholar
• Bingham, G. E., Hall-Kenyon, K. M., & Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy instruction. Communication Disorders Quarterly, 32(1), 38–49. https://doi.org/10.1177/15257401093407
   Google Scholar
• Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45–67. https://doi.org/10.1080/10409280701838835
   Web of Science ®Google Scholar
• Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689. https://doi.org/10.1037/0022-0663.98.4.665
   Web of Science ®Google Scholar
• Crain-Thoreson, C., & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28(3), 421–429. https://doi.org/10.1037/0012-1649.28.3.421
   Web of Science ®Google Scholar
• Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27(1), 31–41. https://doi.org/10.1016/j.appdev.2005.12.001
   Web of Science ®Google Scholar
• Dickinson, D. K., & De Temple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early Childhood Research Quarterly, 13(2), 241–261. https://doi.org/10.1016/S0885-2006(99)80037-4
   Web of Science ®Google Scholar
• Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465–481. https://doi.org/10.1037/0022-0663.95.3.465
   Web of Science ®Google Scholar
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
   PubMed Web of Science ®Google Scholar
• Farver, J. A. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 21(2), 196–212. https://doi.org/10.1016/j.ecresq.2006.04.008
   Web of Science ®Google Scholar
• Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466–477. https://doi.org/10.1037/0022-0663.92.3.466
   Web of Science ®Google Scholar
• Gambrell, L. B., & Gillis, V. R. (2007). Making sense of what students know and do. In J. R. Paratore & R. L. McCormack (Eds.), Classroom literacy assessment (pp. 50–61). Guilford and Press.
   Google Scholar
• Guthrie, J. T., & Barber, A. T. (2011). Best practices in motivating students to read. In L M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 177–198). The Guilford Press.
   Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441
   PubMed Web of Science ®Google Scholar
• Hume, L. E., Allan, D. M., & Lonigan, C. J. (2016). Links between preschoolers’ literacy interest, inattention, and emergent literacy skills. Learning and Individual Differences, 47, 88–95. https://doi.org/10.1016/j.lindif.2015.12.006
   Web of Science ®Google Scholar
• Hume, L. E., Lonigan, C. J., & McQueen, J. D. (2015). Children’s literacy interest and its relation to parents’ literacy-promoting practices. Journal of Research in Reading, 38(2), 172–193. https://doi.org/10.1111/j.1467-9817.2012.01548.x
   Web of Science ®Google Scholar
• Jones, T. L., Baxter, M. A. J., & Khanduja, V. (2013). A quick guide to survey research. Annals of the Royal College of Surgeons of England, 95(1), 5–7. https://doi.org/10.1308/003588413X13511609956372
   PubMed Web of Science ®Google Scholar
• Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37(3), 224–235. https://doi.org/10.1044/0161-1461
   PubMed Web of Science ®Google Scholar
• Lepper, C., Stang-Rabrig, J., & McElvany, N. (2022). Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension. Learning and Instruction, 82, 101680. https://doi.org/10.1016/j.learninstruc.2022.101680
   Web of Science ®Google Scholar
• Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14(3), 303–323. https://doi.org/10.1006/drev.1994.1011
   Web of Science ®Google Scholar
• Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19(1), 40–53. https://doi.org/10.1177/027112149901900104
   Web of Science ®Google Scholar
• Malin, J. L., Cabrera, N. J., & Rowe, M. L. (2014). Low-income minority mothers’ and fathers’ reading and children’s interest: Longitudinal contributions to children’s receptive vocabulary skills. Early Childhood Research Quarterly, 29(4), 425–432. https://doi.org/10.1016/j.ecresq.2014.04.010
   PubMed Web of Science ®Google Scholar
• Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences du Comportement, 44(3), 210–221. https://doi.org/10.1037/a0026758
   Web of Science ®Google Scholar
• Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32(3), 272–299. https://doi.org/10.1080/02702711.2010.545268
   Google Scholar
• McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626–639. https://doi.org/10.1598/RT.43.8.3
   Web of Science ®Google Scholar
• McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956. https://doi.org/10.2307/748205
   Web of Science ®Google Scholar
• Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351–373. https://doi.org/10.1016/j.jsp.2006.04.004
   Web of Science ®Google Scholar
• Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165–183. https://doi.org/10.1177/001440290707300203
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus: Statistical analysis with latent variables user’s guide (7th ed.). Muthén & Muthén.
   Google Scholar
• National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428–442. https://doi.org/10.1037/0012-1649.41.2.428
   PubMed Web of Science ®Google Scholar
• National Research Council. (1998). Preventing reading difficulties in young children. The National Academies Press. https://doi.org/10.17226/6023
   Google Scholar
• Ortiz, C., Stowe, R. M., & Arnold, D. H. (2001). Parental influence on child interest in shared picture book reading. Early Childhood Research Quarterly, 16(2), 263–281. https://doi.org/10.1016/S0885-2006(01)00101-6
   Web of Science ®Google Scholar
• Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. The Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
   PubMed Web of Science ®Google Scholar
• Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage.
   Google Scholar
• Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184. https://doi.org/10.1080/00461520.2011.587723
   Web of Science ®Google Scholar
• Roberts, J., Jurgens, J., & Burchinal, M. J. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. J Speech Lang Hear Res, 48(2), 345–359. https://doi.org/10.1044/1092-4388(2005/024)
   PubMed Web of Science ®Google Scholar
• Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268–302. https://doi.org/10.3102/0002831210372249
   Web of Science ®Google Scholar
• Samuelson, L. K., Smith, L. B., Perry, L. K., & Spencer, J. P. (2011). Grounding word learning in space. PloS One, 6(12), e28095. https://doi.org/10.1371/journal.pone.0028095
   PubMed Web of Science ®Google Scholar
• Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302. https://doi.org/10.1006/drev.1994.1010
   Web of Science ®Google Scholar
• Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experiences and later reading achievement. Journal of Learning Disabilities, 24(8), 508–511. https://doi.org/10.1177/002221949102400811
   PubMed Web of Science ®Google Scholar
• Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96–116. https://doi.org/10.1598/RRQ.33.1.5
   Web of Science ®Google Scholar
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
   Web of Science ®Google Scholar
• Son, S. C., Baroody, A. E., & Opatz, M. O. (2023). Measuring preschool children’s engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly, 64, 47–60. https://doi.org/10.1016/j.ecresq.2023.02.001
   Web of Science ®Google Scholar
• Son, S., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103–1118. https://doi.org/10.1037/a0020065
   PubMed Web of Science ®Google Scholar
• Son, S. C., & Tineo, M. F. (2016). Mothers’ attention-getting utterances during shared book reading: Links to low-income preschoolers’ engagement, visual attention, and early literacy. Infant and Child Development, 25(4), 259–282. https://doi.org/10.1002/icd.1932
   Web of Science ®Google Scholar
• Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/10.1037/0012-1649.38.6.934
   PubMed Web of Science ®Google Scholar
• Walgermo, B. R., Foldnes, N., Uppstad, P. H., & Solheim, O. J. (2018). Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing, 31(6), 1379–1399. https://doi.org/10.1007/s11145-018-9843-8
   PubMed Web of Science ®Google Scholar
• Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool- aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357–378. https://doi.org/10.1080/03004430500063747
   Google Scholar
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. https://doi.org/10.1016/j.dr.2009.12.001
   Web of Science ®Google Scholar
• Woodcock-Johnson, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Riverside.
   Google Scholar
• Yurtbakan, E., Erdoğan, Ö., & Erdoğan, T. (2020). Impact of dialogic reading on reading motivation. Ted Eğitim VE Bilim, 46(206). https://doi.org/10.15390/EB.2020.9258
   Web of Science ®Google Scholar