References
- Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30(2), 175–194. doi: https://doi.org/10.1080/02702710802275348
- Asparouhov, T., & Muthén, B. (2010). Computing the strictly positive Satorra-Bentler chi-square test in Mplus. Mplus Web Notes, 12
- Baker, C. E. (2013). Fathers’ and mothers’ home literacy involvement and children's cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184–197. doi: https://doi.org/10.1080/10888691.2013.836034
- Baker, C. E., Cameron, C. E., Rimm-Kaufman, S. E., & Grissmer, D. (2012). Family and sociodemographic predictors of school readiness among African American boys in kindergarten. Early Education and Development, 23(6), 833–854. doi: https://doi.org/10.1080/10409289.2011.607359
- Barton, G., & Barton, R. (2017). The importance of storytelling as a pedagogical tool for indigenous children. In S. Garvis, & N. Pramling (Eds.), Narratives in early childhood education: Communication, sense making and lived experience (pp. 45–58). New York: Routledge.
- Bender, P. K., Reinholdt-Dunne, M. L., Esbjørn, B. H., & Pons, F. (2012). Emotion dysregulation and anxiety in children and adolescents: Gender differences. Personality and Individual Differences, 53(3), 284–288. doi: https://doi.org/10.1016/j.paid.2012.03.027
- Betawi, I. A. (2015). What effect does story time have on toddlers’ social and emotional skills. Early Child Development and Care, 185(4), 596–602. doi: https://doi.org/10.1080/03004430.2014.943756
- Boe, T., Sivertsen, B., Heiervang, E., Goodman, R., Lundervold, A. J., & Hysing, M. (2014). Socioeconomic status and child mental health: The role of parental emotional well-being and parenting practices. Journal of Abnormal Child Psychology, 42(5), 705–715. doi: https://doi.org/10.1007/s10802-013-9818-9
- Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. doi: https://doi.org/10.1037/0012-1649.22.6.723
- Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York: Routledge.
- Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735–765. doi: https://doi.org/10.1037/a0030737
- Curenton, S. M., & Craig, M. J. (2011). Shared-reading versus oral storytelling: Associations with preschoolers’ prosocial skills and problem behaviours. Early Child Development and Care, 181, 123–146. doi: https://doi.org/10.1080/03004430903292208
- Dearing, E., McCartney, K., & Taylor, B. A. (2006). Within-child associations between family income and externalizing and internalizing problems. Developmental Psychology, 42(2), 237–252. doi: https://doi.org/10.1037/0012-1649.42.2.237
- Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I., & Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5, 1–11. doi: https://doi.org/10.3389/fpsyg.2014.00361
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children's storybooks as a source of mental state information. Cognitive Development, 15, 17–37. doi: https://doi.org/10.1016/S0885-2014(00)00017-4
- Eades, J. M. F. (2005). Classroom tales: Using storytelling to build emotional, social and academic skills across the primary curriculum. London: Jessica Kingsley.
- Er, S., Aral, N., & Bıçakçı, M. Y. (2013). Identifying the relationship between children’s language skills and parent's self-efficacy in story reading. Procedia – Social and Behavioural Sciences, 93(3), 1269–1274. doi: https://doi.org/10.1016/j.sbspro.2013.10.027
- 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. doi: https://doi.org/10.1016/j.ecresq.2006.04.008
- Finch, H., & Bolin, J. (2017). Multilevel Modeling using Mplus. CRC Press.
- Fréchette, S., & Romano, E. (2015). Change in corporal punishment over time in a representative sample of Canadian parents. Journal of Family Psychology, 29(4), 507–517. doi: https://doi.org/10.1037/fam0000104
- Goldstein, T. R., Lerner, M. D., & Winner, E. (2017). The arts as a venue for developmental science: Realizing a latent opportunity. Child Development, 88(5), 1505–1512. doi: https://doi.org/10.1111/cdev.12884
- Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children's language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914. doi: https://doi.org/10.1080/01411926.2010.506945
- Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163. doi: https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3
- Jung, E. (2016). The development of reading skills in kindergarten influence of parental beliefs about school readiness, family activities, and children’s attitudes to school. International Journal of Early Childhood, 48, 61–78. doi: https://doi.org/10.1007/s13158-016-0156-2
- Kakia, L., Popov, H. N., & Arani, A. M. (2016). A study of relationships between parents’ and teachers’ demographic factors and their judgments about children’s activities and school readiness in primary schools of Tehran. International Journal of Comparative Education and Development, 18(2), 100–119. doi: https://doi.org/10.1108/IJCED-10-2015-0006
- Karrass, J., VanDeventer, M. C., & Braungart-Rieker, J. M. (2003). Predicting shared parent-child book reading in infancy. Journal of Family Psychology, 17(1), 134–146. doi: https://doi.org/10.1037/0893-3200.17.1.134
- Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., & King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171–179. doi: https://doi.org/10.1111/jcpp.12460
- Kildare, C. A., & Middlemiss, W. (2017). Impact of parents mobile device use on parent-child interaction: A literature review. Computers in Human Behaviour, 75, 579–593. doi: https://doi.org/10.1016/j.chb.2017.06.003
- Kingsbury, M., Kirkbride, J. B., McMartin, S. E., Wickham, M. E., Weeks, M., & Colman, I. (2015). Trajectories of childhood neighbourhood cohesion and adolescent mental health: Evidence from a national Canadian cohort. Psychological Medicine, 45(15), 3239–3248. doi: https://doi.org/10.1017/S0033291715001245
- Kline, R. B. (2016). Principles and practice of structural equation modeling (4rd ed.). New York: Guilford Press.
- Lagerspetz, K. M., Björkqvist, K., & Peltonen, T. (1988). Is indirect aggression typical of females? Gender differences in aggressiveness in 11- to 12-year old children. Aggressive Behaviour, 14, 403–414. doi:https://doi.org/10.1002/1098-2337(1988)14:6<403::AID-AB2480140602>3.0.CO;2-D
- Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2017). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 1–21.
- Leve, L. D., Kim, H. K., & Pears, K. C. (2005). Childhood temperament and family environment as predictors of internalizing and externalizing trajectories from ages 5 to 17. Journal of Abnormal Child Psychology, 33(5), 505–520. doi: https://doi.org/10.1007/s10802-005-6734-7
- Lwin, S. M. (2016). It's story time!: Exploring the potential of multimodality in oral storytelling to support children's vocabulary learning. Literacy, 50(2), 72–82. doi: https://doi.org/10.1111/lit.12075
- Muthén, L. K., & Muthén, B. O. (2015). Mplus user's guide: Statistical analysis with latent variables: User's guide. Los Angeles, CA: Muthén & Muthén.
- Nordahl, K. B., Janson, H., Manger, T., & Zachrisson, H. D. (2014). Family concordance and gender differences in parent-child structured interaction at 12 months. Journal of Family Psychology, 28(2), 253–259. doi: https://doi.org/10.1037/a0035977
- Palmer, B. C., Harshbarger, S. J., & Koch, C. A. (2001). Storytelling as a constructivist model for developing language and literacy. Journal of Poetry Therapy, 14(4), 199–212. doi: https://doi.org/10.1023/A:1017541527998
- Perna, L., Bolte, G., Mayrhofer, H., Spies, G., & Mielck, A. (2010). The impact of the social environment on children's mental health in a prosperous city: An analysis with data from the city of Munich. BMC Public Health, 10(1), 199. Retrieved from http://www.biomedcentral.com/1471-2458/10/199 doi: https://doi.org/10.1186/1471-2458-10-199
- Piotrowska, P. J., Stride, C. B., Croft, S. E., & Rowe, R. (2015). Socioeconomic status and antisocial behaviour among children and adolescents: A systematic review and meta-analysis. Clinical Psychology Review, 35, 47–55. doi: https://doi.org/10.1016/j.cpr.2014.11.003
- Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: A systematic review. Social Science & Medicine, 90(1), 24–31. doi: https://doi.org/10.1016/j.socscimed.2013.04.026
- Romano, E., Kohen, D., & Findlay, L. C. (2010). Associations among child care, family, and behavior outcomes in a nation-wide sample of preschool-aged children. International Journal of Behavioral Development, 34(5), 427–440. doi: https://doi.org/10.1177/0165025409351657
- Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507–514. doi: https://doi.org/10.1007/BF02296192
- Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243–248. doi: https://doi.org/10.1007/s11336-009-9135-y
- Silinskas, G., Kiuru, N., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2015). The developmental dynamics of children's academic performance and mothers’ homework-related affect and practices. Developmental Psychology, 51(4), 419–433. doi: https://doi.org/10.1037/a0038908
- Silinskas, G., Lerkkanen, M.-K., Tolvanen, A., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2012). The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33(6), 302–310. doi: https://doi.org/10.1016/j.appdev.2012.07.004
- Siu, T. S., & Cheung, H. (2016). Emotional experience in music fosters 18-month-olds’ emotion-action understanding: A training study. Developmental Science, 19(6), 933–946. doi: https://doi.org/10.1111/desc.12348
- Statistics Canada. 2008a. Microdata user guide: National longitudinal survey of children and youth (Cycle 8). Retrieved from http://www23.statcan.gc.ca/imdb-bmdi/document/4450_D4_T9_V8-eng.pdf
- Statistics Canada. 2008b. Low Income Cut-offs for 2007 and Low Income Measures for 2006. Retrieved from http://www.statcan.gc.ca/pub/75f0002 m/2012002/lico-sfr-eng.htm
- Suggate, S. P., Lenhard, W., Neudecker, E., & Schneider, W. (2013). Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language, 33(6), 551–571. doi: https://doi.org/10.1177/0142723713503144
- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. doi: https://doi.org/10.1111/cdev.12864
- Vaughn, S., Kim, A.-H., Sloan, C. V. M., Hughes, M. T., Elbaum, B., & Sridhar, D. (2003). Social skills interventions for young children with disabilities: A synthesis of group design studies. Remedial and Special Education, 24, 2–15. doi: https://doi.org/10.1177/074193250302400101
- Weeks, M., Wild, T. C., Ploubidis, G. B., Naicker, K., Cairney, J., North, C. R., & Colman, I. (2014). Childhood cognitive ability and its relationship with anxiety and depression in adolescence. Journal of Affective Disorders, 152, 139–145. doi: https://doi.org/10.1016/j.jad.2013.08.019
- Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015). Associations between early shared music activities in the home and later child outcomes: Findings from the longitudinal study of Australian children. Early Childhood Research Quarterly, 31, 113–124. doi: https://doi.org/10.1016/j.ecresq.2015.01.004
- Ziv, M., Smadja, M.-L., & Aram, D. (2013). Mothers’ mental-state discourse with preschoolers during storybook reading and wordless storybook telling. Early Childhood Research Quarterly, 28, 177–186. doi: https://doi.org/10.1016/j.ecresq.2012.05.005