The role of environmental and individual factors in pre-academic achievement for kindergarten children

References

• Andrews, G. R., & Debus, R. L. (1978). Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of Educational Psychology, 70(2), 154. doi:10.1037/0022-0663.70.2.154
   Web of Science ®Google Scholar
• Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789–814). White Plains, NY: Longman.
   Google Scholar
• Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773. doi:10.1037/a0020084
   Web of Science ®Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238. doi:10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Bernier, A., McMahon, C. A., & Perrier, R. (2017). Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes. Developmental Psychology, 53(2), 210–221. doi:10.1037/dev0000225
   PubMed Web of Science ®Google Scholar
• Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation perspective. Hoboken, NJ: Wiley & Sons.
   Google Scholar
• Bowlby, J. (1973). Separation: Anxiety and anger (Attachment and loss, Vol. 2). New York: Basic Books.
   Google Scholar
• Bradley, R. H. (2015). Children's housing and physical environments. In M. R. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (Vol. 4, pp. 455–492). Hoboken, New Jersey: Wiley.
   Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2004). Family process investments that matter for child well-being. In A. Kalil & T. DeLeire (Eds.), Family investments in children: Resources and behaviors that promote success (pp. 1–32). Mahwah, NJ: Erlbaum.
   Google Scholar
• Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 6963–6970). Oxford, UK: Elsevier.
   Google Scholar
• Brooks-Gunn, J., Han, W.-J., & Waldfogel, J. (2010). First-year maternal employment and child development in the first 7 years. Monographs of the Society for Research in Child Development, 75, 1–113.
   PubMedGoogle Scholar
• Buehler, C., O'Brien, M., Swartout, K. M., & Zhou, N. (2014). Maternal employment and parenting through middle childhood: Contextualizing factors. Journal of Marriage and Family, 76(5), 1025–1046. doi:10.1111/jomf.12130
   PubMed Web of Science ®Google Scholar
• Cha, K. (2017). Relationships among negative emotionality, responsive parenting and early socio-cognitive development in Korean children. Infant and Child Development, 26(3), e1990. doi:10.1002/icd.1990
   Web of Science ®Google Scholar
• Cheung, H. S., & Elliott, J. M. (2016). Measuring maternal sensitivity: Cultural variations in the measurement of emotional availability. Child Development, 87(3), 898–915. doi:10.1111/cdev.12519
   PubMed Web of Science ®Google Scholar
• Chew, A. L., & Morris, J. D. (1989). Predicting later academic achievement from kindergarten scores on the Metropolitan Readiness Tests and the Lollipop Test. Educational and Psychological Measurement, 49(2), 461–465. doi:10.1177/2F0013164489492019
   Web of Science ®Google Scholar
• Christensen, D., Zubrick, S. R., Lawrence, D., Mitrou, F., & Taylor, C. L. (2014). Risk factors for low receptive vocabulary abilities in the preschool and early school years in the longitudinal study of Australian children. PLOS ONE, 9(7), e101476. doi:10.1371/journal.pone.0101476
   PubMed Web of Science ®Google Scholar
• Cinamon, R. G., Weisel, A., & Tzuk, K. (2007). Work-family conflict within the family: Crossover effects, perceived parent-child interaction quality, parental self-efficacy, and life role attributions. Journal of Career Development, 34(1), 79–100. doi:10.1177/0894845307304066
   Web of Science ®Google Scholar
• Cline, K. D., & Edwards, C. P. (2017). Parent–child book-reading styles, emotional quality, and changes in early head start children’s cognitive scores. Early Education and Development, 28(1), 41–58. doi:10.1080/10409289.2016.1177392
   Web of Science ®Google Scholar
• Cooklin, A. R., Westrupp, E. M., Strazdins, L., Giallo, R., Martin, A., & Nicholson, J. M. (2016). Fathers at work: Work–family conflict, work–family enrichment and parenting in an Australian cohort. Journal of Family Issues, 37(11), 1611–1635. doi:10.1177/0192513(14553054
   Web of Science ®Google Scholar
• Darney, D., Reinke, W. M., Herman, K. C., Stormont, M., & Ialongo, N. S. (2013). Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade. Journal of School Psychology, 51(1), 117–128. doi:10.1016/j.jsp.2012.09.005
   PubMed Web of Science ®Google Scholar
• Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77(1), 44–58. doi:10.1111/j.1467-8624.2006.00855.x
   PubMed Web of Science ®Google Scholar
• Day, C. A., & Burns, B. M. (2011). Characterizing the achievement motivation orientation of children from low- and middle-income families. Early Education and Development, 22(1), 105–127. doi:10.1080/10409280903544397
   Web of Science ®Google Scholar
• Deater-Deckard, K., Petrill, S. A., Thompson, L. A., & DeThorne, L. S. (2006). A longitudinal behavioral genetic analysis of task persistence. Developmental Science, 9(5), 498–504. doi:10.1111/j.1467-7687.2006.00517.x
   PubMed Web of Science ®Google Scholar
• Dobbs-Oates, J., Kaderavek, J. N., Guo, Y., & Justice, L. M. (2011). Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development. Early Childhood Research Quarterly, 26(4), 420–429. doi:10.1016/j.ecresq.2011.02.003
   Web of Science ®Google Scholar
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
   Web of Science ®Google Scholar
• Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250–287. doi:10.1598/RRQ.36.3.2
   Web of Science ®Google Scholar
• Feldman, R., Rosenthal, Z., & Eidelman, A. I. (2014). Maternal-preterm skin-to-skin contact enhances child physiologic organization and cognitive control across the first 10 years of life. Biological Psychiatry, 75(1), 56–64. doi:10.1016/j.biopsych.2013.08.012
   PubMed Web of Science ®Google Scholar
• Garner, P. W., & Toney, T. (2021). The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: Moderation by emotion situation knowledge. Social Development, 30(1), 113–130. doi:10.1111/sode.12477
   Web of Science ®Google Scholar
• Goldberg, W. A., Prause, J., Lucas-Thompson, R., & Himsel, A. (2008). Maternal employment and children's achievement in context: A meta-analysis of four decades of research. Psychological Bulletin, 134(1), 77. doi:10.1037/0033-2909.134.1.77
   PubMed Web of Science ®Google Scholar
• Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 1448–1460. doi:10.1111/j.1467-8624.1998.tb06223.x
   PubMed Web of Science ®Google Scholar
• Gutman, L. M., & Sulzby, E. (1999). The role of autonomy-support versus control in the emergent writing behaviors of African-American Kindergarten children. Literacy Research and Instruction, 39(2), 170–184. doi:10.1080/19388070009558319
   Google Scholar
• Harris, Y. R., & Almutairi, S. (2016). A commentary on parent–child cognitive learning interaction research: What have we learned from two decades of research? Frontiers in Psychology, 7(1210). doi:10.3389/fpsyg.2016.01210
   Google Scholar
• Hebbecker, K., Förster, N., & Souvignier, E. (2019). Reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation. Scientific Studies of Reading, 23(5), 419–436. doi:10.1080/10888438.2019.1598413
   Web of Science ®Google Scholar
• Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. New York: Wiley.
   Google Scholar
• Kegel, C. A., & Bus, A. G. (2014). Evidence for causal relations between executive functions and alphabetic skills based on longitudinal data. Infant and Child Development, 23(1), 22–35. doi:10.1002/icd.1827
   Web of Science ®Google Scholar
• Kelly, E. L., Moen, P., Oakes, J. M., Fan, W., Okechukwu, C., Davis, K. D., … Hanson, G. C. (2014). Changing work and work-family conflict: Evidence from the work, family, and health network. American Sociological Review, 79(3), 485–516. doi:10.1177/0003122414531435
   PubMed Web of Science ®Google Scholar
• Konza, D. (2014). Teaching reading: Why the “fab five” should be the “big six”. Australian Journal of Teacher Education, 39(12), n12.
   Google Scholar
• Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24–31. doi:10.1016/j.compedu.2009.11.014
   Web of Science ®Google Scholar
• Leiser, K., Heffelfinger, A., & Kaugars, A. (2017). Associations among parent–child relationships and cognitive and language outcomes in a clinical sample of preschool children. The Clinical Neuropsychologist, 31(2), 423–437. doi:10.1080/13854046.2016.1268649
   PubMed Web of Science ®Google Scholar
• Levin, I., & Aram, D. (2013). Promoting early literacy via practicing invented spelling: A comparison of different mediation routines. Reading Research Quarterly, 48(3), 221–236. doi:10.1002/rrq.48
   Web of Science ®Google Scholar
• Levin, I., & Bus, A. G. (2003). How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers. Developmental Psychology, 39(5), 891.
   PubMed Web of Science ®Google Scholar
• Licata, M., Kristen, S., & Sodian, B. (2016). Mother–child interaction as a cradle of theory of mind: The role of maternal emotional availability. Social Development, 25(1), 139–156. doi:10.1111/sode.12131
   Web of Science ®Google Scholar
• Lombardi, C. M., & Dearing, E. (2020). Maternal support of children’s math learning in associations between family income and math school readiness. Child Development, 92(1), e39–e55. doi:10.1111/cdev.13436
   PubMed Web of Science ®Google Scholar
• Mackler, J. S., Kelleher, R. T., Shanahan, L., Calkins, S. D., Keane, S. P., & O'Brien, M. (2015). Parenting stress, parental reactions, and externalizing behavior from ages 4 to 10. Journal of Marriage and Family, 77(2), 388–406. doi:10.1111/jomf.12163
   PubMed Web of Science ®Google Scholar
• MacPhee, D., Prendergast, S., Albrecht, E., Walker, A. K., & Miller-Heyl, J. (2018). The child-rearing environment and children's mastery motivation as contributors to school readiness. Journal of Applied Developmental Psychology, 56, 1–12. doi:10.1016/j.appdev.2018.01.002
   Web of Science ®Google Scholar
• Mansour-Adwan, J., Asadi, I. A., & Khateb, A. (2020). Phonological task comparability in Arabic and relation to reading: A longitudinal assessment in kindergarten and first grade. Reading and Writing, 33(8), 1–27.
   Web of Science ®Google Scholar
• Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151–176. doi:10.1207/s15566935eed1701_7
   Google Scholar
• Matias, M., Ferreira, T., Vieira, J., Cadima, J., Leal, T., & Mena Matos, P. (2017). Workplace family support, parental satisfaction, and work–family conflict: Individual and crossover effects among dual-earner couples. Applied Psychology: An International Review, 66(4), 628–652. doi:10.1111/apps.12103
   Web of Science ®Google Scholar
• McTigue, E. M., Solheim, O. J., Walgermo, B., Frijters, J., & Foldnes, N. (2019). How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation. Early Childhood Research Quarterly, 48, 122–133. doi:10.1016/j.ecresq.2018.12.013
   Web of Science ®Google Scholar
• Megino-Elvira, L., Martín-Lobo, P., & Vergara-Moragues, E. (2016). Influence of eye movements, auditory perception, and phonemic awareness in the reading process. The Journal of Educational Research, 109(6), 567–573. doi:10.1080/00220671.2014.994197
   Web of Science ®Google Scholar
• Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322. doi:10.1037/a0026744
   PubMed Web of Science ®Google Scholar
• Mendive, S., Mascareño Lara, M., Aldoney, D., Pérez, J. C., & Pezoa, J. P. (2020). Home language and literacy environments and early literacy trajectories of low-socioeconomic status Chilean children. Child Development, 91(6), 2042–2062. doi:10.1111/cdev.13382
   PubMed Web of Science ®Google Scholar
• Michel, J. S., Kotrba, L. M., Mitchelson, J. K., Clark, M. A., & Baltes, B. B. (2011). Antecedents of work–family conflict: A meta-analytic review. Journal of Organizational Behavior, 32(5), 689–725. doi:10.1002/job.695
   Web of Science ®Google Scholar
• Mokrova, I. L., O’Brien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (2013). The role of persistence at preschool age in academic skills at kindergarten. European Journal of Psychology of Education, 28(4), 1495–1503. doi:10.1007/sl0212-013-0177-2
   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. doi:10.1177/001440290707300203
   Web of Science ®Google Scholar
• Morrow, L. M. (1988). Young children's responses to one-to-one story readings in school settings. Reading Research Quarterly, 23(1), 89–107. doi:10.2307/747906
   Web of Science ®Google Scholar
• Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665. doi:10.1037/0012-1649.40.5.665
   PubMed Web of Science ®Google Scholar
• Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71(1), 3–27. doi:10.1006/jecp.1998.2453
   PubMed Web of Science ®Google Scholar
• Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. doi:10.1177/0022219413509967
   PubMed Web of Science ®Google Scholar
• Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology, 166(Supplement C), 581–603. doi:10.1016/j.jecp.2017.10.002
   PubMedGoogle Scholar
• Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill/Prentice-Hall.
   Google Scholar
• Pomerantz, E. M., Kim, E. M., & Cheung, C. S.-S. (2012). Parents’ involvement in children’s learning. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 417–440). American Psychological Association. doi:10.1037/13274-017
   Google Scholar
• Quirk, M., Grimm, R., Furlong, M. J., Nylund-Gibson, K., & Swami, S. (2016). The association of Latino children’s kindergarten school readiness profiles with Grade 2–5 literacy achievement trajectories. Journal of Educational Psychology, 108(6), 814. doi:10.1037/edu0000087
   Web of Science ®Google Scholar
• Quirk, M., Mayworm, A., Furlong, M. J., Grimm, R., & Rebelez, J. (2015). Dimensionality and measurement invariance of a school readiness screener by gender and parent education levels. International Journal of School & Educational Psychology, 3(3), 167–177. doi:10.1080/21683603.2015.1053644
   Google Scholar
• Racz, S. J., King, K. M., Wu, J., Witkiewitz, K., & McMahon, R. J. (2013). The predictive utility of a brief kindergarten screening measure of child behavior problems. Journal of Consulting and Clinical Psychology, 81(4), 588–599. doi:10.1037/a0032366
   PubMed Web of Science ®Google Scholar
• Ramakrishnan, J. L., & Masten, A. S. (2019). Mastery motivation and school readiness among young children experiencing homelessness. American Journal of Orthopsychiatry, 90(2), 223–235. doi:10.1037/ort0000428
   PubMed Web of Science ®Google Scholar
• Ravid, D., & Haimowitz, S. (2006). The vowel path: Learning about vowel representation in written Hebrew. Written Language & Literacy, 9(1), 67–93. doi:10.1075/wll.9.1.06rav
   Google Scholar
• Reinke, W. M., Herman, K. C., Petras, H., & Ialongo, N. S. (2008). Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes. Journal of Abnormal Child Psychology, 36(5), 759–770. doi:10.1007/s10802-007-9208-2
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. doi:10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282–299. doi:10.1111/j.1467-8624.2011.01678.x
   PubMed Web of Science ®Google Scholar
• Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22. doi:10.1111/j.1467-8624.2009.01378.x
   PubMed Web of Science ®Google Scholar
• Schieman, S., Glavin, P., & Milkie, M. A. (2009). When work interferes with life: Work-nonwork interference and the influence of work-related demands and resources. American Sociological Review, 74(6), 966–988. doi:10.1177/000312240907400606
   Web of Science ®Google Scholar
• Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27–44. doi:10.1080/10409280701838710
   Web of Science ®Google Scholar
• Shaffer, A., & Obradović, J. (2017). Unique contributions of emotion regulation and executive functions in predicting the quality of parent–child interaction behaviors. Journal of Family Psychology, 31(2), 150. doi:10.1037/fam0000296
   PubMed Web of Science ®Google Scholar
• Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21(1), 1–21.
   Web of Science ®Google Scholar
• Snow, C. E., & Tabors, P. (1993). Language skills that relate to literacy development: Language and literacy in early education. In B. Spodek & O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 1–20). New York: Teachers College Press.
   Google Scholar
• Sorce, J. F., & Emde, R. N. (1981). Mother's presence is not enough: Effect of emotional availability on infant exploration. Developmental Psychology, 17(6), 737. doi:10.1037/0012-1649.17.6.737
   Web of Science ®Google Scholar
• Sperling, R. A., Sherwood, T. P., & Hood, A. M. (2013). Relating motivation to read and emergent reading skills: A measurement validation study. Reading Psychology, 34(5), 461–485. doi:10.1080/02702711.2012.658143
   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. doi:10.1037/0012-1649.38.6.934
   PubMed Web of Science ®Google Scholar
• Stormont, M., Reinke, W., & Herman, K. (2011). The kindergarten academic behavior readiness screener (K-ABR). Columbia, MO: University of Missouri. doi:10.1037/spq0000089
   Google Scholar
• Sun, H., Toh, W., & Steinkrauss, R. (2020). Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore. Applied Psycholinguistics, 25. doi:10.1017/S0142716420000053
   Google Scholar
• Suortti, O., & Lipponen, L. (2016). Phonological awareness and emerging reading skills of two-to five-year-old children. Early Child Development and Care, 186(11), 1703–1721. doi:10.1080/03004430.2015.1126832
   Web of Science ®Google Scholar
• Taylor, H. B., Anthony, J. L., Aghara, R., Smith, K. E., & Landry, S. H. (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), 188–207. doi:10.1080/10409280701839304
   Web of Science ®Google Scholar
• ten Brummelhuis, L. L., & Bakker, A. B. (2012). A resource perspective on the work–home interface: The work–home resources model. American Psychologist, 67(7), 545–556. doi:10.1037/a0027974
   PubMed Web of Science ®Google Scholar
• Thelen, E., Schöner, G., Scheier, C., & Smith, L. (2001). The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral & Brain Sciences, 24, 1–86.
   PubMed Web of Science ®Google Scholar
• Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2014). Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness. Trends in Neuroscience and Education, 3(1), 7–13. doi:10.1016/j.tine.2014.02.005
   Google Scholar
• Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73. doi:10.1037/0012-1649.30.1.73
   Web of Science ®Google Scholar
• Wasserstein, D., & Lipka, O. (2019). Predictive examination of phonological awareness among Hebrew-speaking kindergarten children. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.01809
   PubMed Web of Science ®Google Scholar
• Wesseling, P. B. C., Christmann, C. A., & Lachmann, T. (2017). Shared book reading promotes not only language development, but also grapheme awareness in German kindergarten children. Frontiers in Psychology, 8, Article ID 364. doi:10.3389/fpsyg.2017.00364
   Web of Science ®Google Scholar
• Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403–422). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Wolf, S., & McCoy, D. C. (2019). Household socioeconomic status and parental investments: Direct and indirect relations with school readiness in Ghana. Child Development, 90(1), 260–278. doi:10.1111/cdev.12899
   PubMed Web of Science ®Google Scholar
• Zhang, C., Hur, J., Diamond, K. E., & Powell, D. (2015). Classroom writing environments and children’s early writing skills: An observational study in Head Start classrooms. Early Childhood Education Journal, 43(4), 307–315. doi:10.1016/j.ecresq.2004.10.003
   Web of Science ®Google Scholar
• Zhou, H., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy. International Journal of Psychology, 43(5), 912–916. doi:10.1080/00207590701838147
   PubMed Web of Science ®Google Scholar