References
- August, D., Snow, C., Carlo, M., Proctor, C.P., de San Francisco, A.R., Duursma, E., & Szuber, A., (2006). Literacy development in elementary school second-language learners, Topics in Language Disorders, 26, 351–364.
- Burgess, S. (1997). The role of shared reading in the development of phonological awareness: A longitudinal study of middle to upper class children. Early Child Development and Care, 127, 191–199.
- Burgess, S.R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An Interdisciplinary Journal, 15, 709–737.
- Burgess, S.R., Hecht, S.A., & Lonigan, C.J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408–426.
- Bus, A.G., van Ijzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
- Cheung, H., & Ng, L. (2003). Chinese reading development in some major Chinese societies: An introduction. In C. McBride-Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 3–17). Westport, CT: Praeger Press.
- Chiu, M.M., & McBride-Chang, C. (2010). Family reading in 41 countries: Differences across cultures and students. Scientific Studies of Reading, 14, 514–543.
- Chow, B.W., McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33, 284–301.
- Crain-Thoreson, C., & Dale, P.S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and early reading. Developmental Psychology, 28, 421–429.
- Crain-Thoreson, C., & Dale, P. S. (1999). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Cognitive and Perceptual Development, 28(3), 421–429.
- Dunn, L.M., & Dunn, L.M. (1997). Pebody picture vocabulary test. (3rd ed.). Circle Pines, MN: American Guidance Service.
- Dunning, D.B., Mason, J.N., & Stewart, J.P. (1994). Reading to preschoolers: A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324–339.
- Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderon, M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171–190.
- Ebey, T.L., Marchand-Martella, N., Martella, R., & Nelson, J.R. (1999). Using parents as early reading instructors: A preliminary investigation. Effective School Practices, 17, 65–71.
- Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65–75.
- 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, 196–212.
- Farver, J.A. M., Xu, Y., Lonigan, C.J., & Eppe, S. (2012). The home literacy environment and Latino head start children's emergent literacy skills. Developmental Psychology. doi: Advance online publication.10.1037/a0028766.
- Foy, J.G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59–88.
- 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, 466–477.
- Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2007). Bilingual children's language abilities and early reading outcomes in head start and kindergarten. Language, Speech, and Hearing Services in School, 28, 237–248.
- Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174, 215–228.
- Harkins, D.A., Koch, P.E., & Michel, G.F. (1994). Listening to maternal story telling affects narrative skill of 5-year-old children. The Journal of Genetic Psychology, 155, 247–257.
- Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition, 69, 119–147.
- Hong, S., & Ho, H.Z. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 87, 32–42.
- Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252–271.
- Johnson, A.D., Martin, A., Brooks-Gunn, J., & Petrill, S.A. (2008). Associations among household chaos, the home literacy environment, maternal reading ability and children's early reading. Merrill-Palmer Quarterly, 54, 445–472.
- Justice, L.M., & Ezell, H.K. (2000). Stimulating children's emergent literacy skills through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257–268.
- Kalia, V., & Reese, E. (2009). Relations between Indian children's home literacy environment and their English oral language and literacy skills. Scientific Studies of Reading, 13, 122–145.
- Kim, D., & Hall, J.K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86, 332–348.
- Lau, C., & Rao, N. (2013). English vocabulary instruction in six early childhood classrooms in Hong Kong. Early Child Development and Care, 183, 1363–1380.
- Lau, J.Y.H, & McBride-Chang, C. (2005). Home literacy and Chinese reading in Hong Kong children. Early Education and Development, 16, 5–22.
- Learning Disabilities Association of Alberta. (2009). Reading Readiness Screening Tool. Edmonton, AB: Author.
- Lesaux, N.K., & Siegel, L.S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.
- Lonigan, C.J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303–323.
- Lonigan, C.J., & Whitehurst, G.J. (1998). Relative efficacy of a parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 262–290.
- Luk, G., & Bialystok, E. (2008). Common and distinct cognitive bases for reading in English-Cantonese bilinguals. Applied Psycholinguistics, 29, 269–289
- Manolitsis, G., Georgiou, G.K., & Parrila, R. (2011). Revisiting home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496–505.
- Mason, J.M., Kerr, B.M., Sinha, S., & McCormick, C. (1990). Shared book reading in an early start program for at-risk children. Urbana-Champaign, IL: University of Illinois, Center for the Study of Reading.
- McBride-Chang, C., & Kail, R.V. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392–1407.
- Molfese, V.J., Modglin, A., & Molfese, D.L. (2003). The role of environment in the development of reading skills: A longitudinal study of preschool and school-age measures. Journal of Learning Disabilities, 36, 59–67.
- Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370–396.
- Ng, M.L., & Rao, N. (2013). Teaching English in Hong Kong kindergartens : A survey of practices. The International Journal of Literacies, 19(3), 25–47.
- Oller, D.K., & Eilers, R.E. (2002). Language and literacy in bilingual children. Clevedon, UK: Multilingual Matters.
- Patterson, J.L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 23, 493–508.
- Payne, A.C., Whitehurst, G.J., & Angell, A.L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income familiesEarly Childhood Quarterly9427440.
- Purcell-Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406–428.
- Rashid, F.L., Morris, R.D., & Sevcik, R.A. (2005). Relationship between home literacy environment and reading achievement in children with reading disabilities. Journal of Learning Disabilities, 38, 2–11.
- Rauh, V.A., Parker, F.L., & Garfinkel, R.S. (2003). Biological, social and community influences on third-grade reading levels of minority Head Start children: A multilevel approach. Journal of Community Psychology, 31, 255–278.
- Raven, J. C., Court, J. H., & Raven, R. (1976). Manual for Raven's progressive matrices and vocabulary scales. Section III: Standard progressive matrices. London: Hong Kong Lewis and Company Ltd.
- Reese, E. (1995). Predicting children's literacy from mother-child conversations. Cognitive Development, 10, 381–405.
- Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345–359.
- Scarborough, H.S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.
- Scarborough, H.S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508–511.
- Scheele, A.F., Leseman, P.P. M., & Mayo, A.Y. (2010). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117–140.
- Sénéchal, M. (2006). Testing the home literacy model: parent involvement in kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87.
- Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A 5-year longitudinal study. Child Development, 73, 445–460.
- Sénéchal, M., LeFevre, J.A., & Thomas, E.M. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116.
- Sénéchal, M., LeFevre, J.-A., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96–116.
- Shu, H., Li, W., Anderson R., Ku, Y. M., & Yue, X. (2002). The role of home-literacy environment in learning to read Chinese. In W. Li, J.S. Gaffney, & J.L. Packard (Eds.), Chinese Children's Reading Acquisition—Theoretical and Pedagogical Issues (pp. 207–224). Boston: Kluwer Academic Publishers.
- Tabors, P.O., Roach, K.A., & Snow, C.E. (2001). Home language and literacy environment: Final results. In D.K. Dickinson & P.O. Tabors (Eds.), Beginning literacy with language (pp. 111–138). Baltimore: Paul H. Brookes.
- Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners: What are the best predictors? Bilingualism: Language and Cognition, 9, 33–49.
- van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children's literacy development in the first years of primary education. Journal of Research in Reading, 29, 367–383.
- Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.
- Wood, C. (2002). Parent–child preschool activities can affect the development of literacy skills. Journal of Research in Reading, 25, 241–258.
- Yeung, S. S., & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 83, 550–568.