References
- Araújo, L., and P. Costa. 2015. “Home Book Reading and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS).” Educational Research and Evaluation 21 (5–6): 422–438. doi:https://doi.org/10.1080/13803611.2015.1111803.
- Audet, D., M. E. Evans, K. Williamson, and K. Reynolds. 2008. “Shared Book Reading: Parental Goals Across the Primary Grades and Goal-Behavior Relationships in Junior Kindergarten.” Early Education and Development 19 (1): 112–137. doi:https://doi.org/10.1080/10409280701839189.
- Baker, L., K. Mackler, S. Sonnenschein, and R. Serpell. 2001. “Parents’ Interactions with Their First-Grade Children During Storybook Reading and Relations with Subsequent Home Reading Activity and Reading Achievement.” Journal of School Psychology 39: 415–438. doi:https://doi.org/10.1016/S0022-4405(01)00082-6.
- Baker, L., R. Serpell, and S. Sonnenschein. 1995. “Opportunities for Literacy Learning in the Homes of Urban Preschoolers.” In Family Literacy: Connections in Schools and Communities, edited by Lesley Morrow, 236–252. Newark, DE: International Reading Association.
- Baker, L., D. Sher, and K. Mackler. 1997. “Home and Family Influences on Motivations for Reading.” Educational Psychology 32 (2): 69–82. doi:https://doi.org/10.1207/s15326985ep3202_2.
- Bergin, C. 2001. “The Parent-Child Relationship During Beginning Reading.” Journal of Literacy Research 33 (4): 681–706. doi:https://doi.org/10.1080/10862960109548129.
- Bingham, G. E. 2007. “Maternal Literacy Beliefs and the Quality of Mother-Child Book-Reading Interactions: Associations with Children’s Early Literacy Development.” Early Education and Development 18 (1): 23–49. doi:https://doi.org/10.1080/10409280701274428.
- Boerma, I. E., S. E. Mol, and J. Jolles. 2017. “The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders’ Reading Comprehension.” Scientific Studies of Reading 21 (3): 179–193. doi:https://doi.org/10.1080/10888438.2016.1277727.
- Bojczyk, K. E., A. E. Davis, and V. Rana. 2016. “Mother–Child Interaction Quality in Shared Book Reading: Relation to Child Vocabulary and Readiness to Read.” Early Childhood Research Quarterly 36: 404–414. doi:https://doi.org/10.1016/j.ecresq.2016.01.006.
- Burgess, S. R., S. A. Hecht, and C. J. Lonigan. 2002. “Relations of Home Literacy Environment to the Development of Reading-Related Abilities: A one-Year Longitudinal Study.” Reading Research Quarterly 37: 408–426. doi:https://doi.org/10.1598/RRQ.37.4.4.
- Burris, P. W., B. M. Phillips, and C. J. Lonigan. 2019. “Examining the Relations of the Home Literacy Environments of Families of low SES with Children’s Early Literacy Skills.” Journal of Education for Students Placed at Risk (JESPAR) 24 (2): 154–173. doi:https://doi.org/10.1080/10824669.2019.1602473.
- Bus, A. G., M. H. van Ijzendoorn, and A. D. Pellegrini. 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. doi:https://doi.org/10.3102/00346543065001001.
- Curenton, S. M., and L. M. Justice. 2008. “Children's Preliteracy Skills: Influence of Maternal Education and Mothers’ Beliefs About Shared-Reading Interactions.” Early Education and Development 19: 261–283. doi:https://doi.org/10.1080/10409280801963939.
- Davies, H. S., J. E. Gonzalez, S. Pollard-Durodola, L. M. Saenz, D. A. Soares, N. Resendez, L. Zhu, and S. Hagan-Burke. 2016. “Home Literacy Beliefs and Practices among low-Income Latino Families.” Early Child Development and Care 186 (7): 1152–1172. doi:https://doi.org/10.1080/03004430.2015.1081184.
- DeBaryshe, B. D. 1995. “Maternal Belief Systems: Linchpin in the Home Reading Process.” Journal of Applied Developmental Psychology 16: 1–20. doi:https://doi.org/10.1016/0193-3973(95)90013-6.
- DeBaryshe, B. D., and J. C. Binder. 1994. “Development of an Instrument to Measure Parents’ Beliefs About Reading Aloud to Young Children.” Perceptual and Motor Skills 78: 1303–1311. doi:https://doi.org/10.2466/pms.1994.78.3c.1303.
- DeBruin-Parecki, A. 2007. Let’s Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory (ACIRI). Baltimore: Brookes Publishing.
- DeTemple, J. M., and C. E. Snow. 1996. “Styles of Parent-Child Book Reading as Related to Mothers’ Views of Literacy and Children’s Literacy Outcomes.” In Literacy and Education: Essays in Memory of Dina Feitelson, edited by Joseph Shimron, 49–68. Cresskill, NJ: Hampton Press.
- Dexter, C. A., and A. M. Stacks. 2014. “A Preliminary Investigation of the Relationship Between Parenting, Parent-Child Shared Reading Practices, and Child Development in low-Income Families.” Journal of Research in Childhood Education 28 (3): 394–410. doi:https://doi.org/10.1080/02568543.2014.913278.
- ECCE Study Group. 1997. Questionário à Família [Family Questionnaire]. Centro de Psicologia: Universidade do Porto.
- Evans, M. A., D. Shaw, and M. Bell. 2000. “Home Literacy Activities and Their Influence on Early Literacy Skills.” Canadian Journal of Experimental Psychology 54: 65–75. doi:https://doi.org/10.1037/h0087330.
- Flores, R. L. 2019. “A Look at Chinese Parents’ Literacy Practices and Their Preschool Children’s Literacy Experiences.” Creative Education 10 (9): 2013–2027. doi:https://doi.org/10.4236/ce.2019.109147.
- Hammett, L. A., A. van Kleeck, and C. J. Huberty. 2003. “Patterns of Parents’ Extratextual Interactions During Book Sharing with Preschool Children: A Cluster Analysis Study.” Reading Research Quarterly 38 (4): 442–468. doi:https://doi.org/10.1598/RRQ.38.4.2.
- Han, J., and S. Neuharth-Pritchett. 2015. “Meaning-related and Print-Related Interactions Between Preschoolers and Parents During Shared Book Reading and Their Associations with Emergent Literacy Skills.” Journal of Research in Childhood Education 29 (4): 528–550. doi:https://doi.org/10.1080/02568543.2015.1073819.
- Hutton, J. S., K. Phelan, T. Horowitz-Kraus, J. Dudley, M. Altaye, T. DeWitt, and S. K. Holland. 2017. “Shared Reading Quality and Brain Activation During Story Listening in Preschool-age Children.” The Journal of Pediatrics 191: 204–211. doi:https://doi.org/10.1016/j.jpeds.2017.08.037.
- Justice, L. M., and H. K. Ezell. 2000. “Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention.” American Journal of Speech-Language Pathology 9: 257–269. doi:https://doi.org/10.1044/1058-0360.0903.257.
- Korat, O. 2009. “Maternal Mediation Style During Book Reading and Photo-Album Activities and Children’s Language and Emergent Literacy: A Comparison Between two SES Groups.” Journal of Applied Developmental Psychology 30: 34–42. doi:https://doi.org/10.1080/10862960701331993.
- Krijnen, E., R. van Steensel, M. Meeuwisse, J. Jongerling, and S. Severiens. 2020. “Exploring a Refined Model of Home Literacy Activities and Associations with Children’s Emergent Literacy Skills.” Reading and Writing 33 (1): 207–238. doi:https://doi.org/10.1080/10409289.2020.1785227.
- Leseman, P. P. M., and P. F. de Jong. 1998. “Home Literacy: Opportunity, Instruction, Cooperation, and Social-Emotional Quality Predicting Early Reading Achievement.” Reading Research Quarterly 33: 294–318.
- Mata, L. 2006. Literacia Familiar: Ambiente Familiar e descoberta da linguagem escrita [Family literacy: Home Environment and Discovery of Written Language]. Porto Editora.
- Matias, M., C. Andrade, and A. M. Fontaine. 2012. “The Interplay of Gender, Work and Family in Portuguese Families.” Work Organization, Labour & Globalization 6 (1): 11–26. doi:https://doi.org/10.13169/workorgalaboglob.6.1.0011.
- Meagher, S., D. Arnold, G. Doctoroff, and C. Baker. 2008. “The Relationship Between Maternal Beliefs and Behavior During Shared Reading.” Early Education and Development 19 (1): 138–160. doi:https://doi.org/10.1080/10409280701839221.
- Niklas, F., C. Cohrssen, and C. Tayler. 2016. “Parents Supporting Learning: A non-Intensive Intervention Supporting Literacy and Numeracy in the Home Learning Environment.” International Journal of Early Years Education 24 (2): 121–142. doi:https://doi.org/10.1080/09669760.2016.1155147.
- Niklas, F., and W. Schneider. 2013. “Home Literacy Environment and the Beginning of Reading and Spelling.” Contemporary Educational Psychology 38 (1): 40–50. doi:https://doi.org/10.1016/j.cedpsych.2012.10.001.
- Niklas, F., A. Wirth, S. Guffler, N. Drescher, and S. C. Ehmig. 2020. “The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies.” Frontiers in Psychology 11: 1628. doi:https://doi.org/10.3389/fpsyg.2020.01628.
- Nord, C. W., J. Lennon, B. Liu, and K. Chandler. 2000. “Home Literacy Activities and Signs of Children’s Emerging Literacy.” Education Statistics Quarterly 2 (1): 19–27.
- Nutbrow, C., P. Clough, R. Levy, S. Little, J. Bishop, T. Lamb, and D. Yamada-Rice. 2017. “Families’ Roles in Children’s Literacy in the UK Throughout the 20th Century.” Journal of Early Childhood Literacy 17 (4): 551–569. doi:https://doi.org/10.1177/1468798416645385.
- Pandith, P., S. John, M. Bellon-Harn, and V. Manchaiah. 2021. “Parental Perspectives on Storybook Reading in Indian Home Contexts.” Early Childhood Education Journal. Advance Online Publication, doi:https://doi.org/10.1007/s10643-020-01147-0.
- Peixoto, C., and T. Leal. 2010. “Storybook reading: a two-year study of mother-child interactions.” Paper presented at the 32nd ISPA Conference - School Psychology - Making Life Better for all Children, Dublin, July 20 - 24.
- Peixoto, C., J. Cadima, and T. Leal. 2010. “Sistema de observação de leitura conjunta adulto-criança” [Shared Book Reading Observation System]. Centro de Psicologia: Universidade do Porto.
- Peixoto, C., J. Cadima, and T. Leal. 2011. “Sistema de observação de leitura conjunta adulto-criança: Qualidade socioemocional e instrucional dos comportamentos interactivos maternos”. [Shared Book Reading Observation System: Socioemotional and instructional quality of maternal interactive behaviors]. In Actas do VIII Congresso Iberoamericano de Avaliação/Evaluación Psicológica/XV Conferência Internacional Avaliação Psicológica: Formas e Contextos, edited by A. S. Ferreira, A. Verhaeghe, S. R. Silva, L. S. Almeida, R. Lima, and S. Fraga, 771-783. Lisboa: SPP.
- Phillips, B. M., and C. J. Lonigan. 2009. “Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach Scientific Studies of Reading.” Scientific Studies of Reading 13 (2): 146–174. doi:https://doi.org/10.1080/10888430902769533.
- Puglisi, M. L., C. Hulme, L. G. Hamilton, and M. J. Snowling. 2017. “The Home Literacy Environment is a Correlate, but Perhaps not a Cause, of Variations in Children’s Language and Literacy Development.” Scientific Studies of Reading 21 (6): 498–514. doi:https://doi.org/10.1080/10888438.2017.1346660.
- Saracho, O. N. 2002. “Family Literacy: Exploring Family Practice.” Early Child Development and Care 172 (2): 113–122. doi:https://doi.org/10.1080/03004430210886.
- Scarborough, H. S., and W. Dobrich. 1994. “On Efficacy of Reading to Preschoolers.” Developmental Review 14: 245–230. doi:https://doi.org/10.1006/drev.1994.1010.
- Schmitt, S., A. M. Simpson, and M. Friend. 2011. “A Longitudinal Assessment of the Home Literacy Environment and Early Language.” Infant and Child Development 20: 409–431. doi:https://doi.org/10.1002/icd.733.
- Sénéchal, M., and J. Lefevre. 2014. “Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading.” Child Development 85 (4): 1552–1568. doi:https://doi.org/10.1111/cdev.12222.
- Silinskas, G., N. Kiuru, A. Tolvanen, P. Niemi, M.-K. Lerkkanen, and J.-E. Nurmi. 2013. “Maternal Teaching of Reading and Children’s Reading Skills in Grade 1: Patterns and Predictors of Positive and Negative Associations.” Learning and Individual Differences 27: 54–66. doi:https://doi.org/10.1016/j.lindif.2013.06.011.
- Sonnenschein, S., L. Baker, R. Serpell, D. Scher, V. G. Truitt, and K. Munsterman. 1997. “Parental Beliefs About Ways to Help Children Learn to Read: The Impact of an Entertainment or a Skills Perspective.” Early Child Development and Care 127/128: 111–118. doi:https://doi.org/10.1080/0300443971270109.
- Sonnenschein, S., and K. Munsterman. 2002. “The Influence of Home-Based Reading Interactions on 5- Year-Olds’ Reading Motivation and Early Literacy Development.” Early Childhood Research Quarterly 17: 318–337. doi:https://doi.org/10.1016/S0885-2006(02)00167-9.
- Storch, S. A., and G. J. Whitehurst. 2001. “The Role of Family and Home in the Literacy Development of Children from low-Income Backgrounds.” In The Role of Family Literacy Environments in Promoting Young Children’s Emerging Literacy Skills, edited by Pia Rebello Britto, and J. Brooks-Gunn, 53–71. San Francisco: Jossey-Bass.
- Tsirmpa, C., N. Stellakis, and K. Lavidas. 2021. “Beliefs of Parents of Preschool Children About Literacy: Facilitative and Conventional Approaches.” European Early Childhood Education Research Journal. Advance Online Publication, doi:https://doi.org/10.1080/1350293X.2021.1941169.
- Wasik, B., and A. H. Hindman. 2010. “Understanding the Home Literacy Environments of Head Start Families: Testing the Family Literacy Survey and Interpreting its Findings.” Journal for the Early Intervention Field 13 (2): 71–91. doi:https://doi.org/10.1080/15240751003737885.
- Weigel, D. J., S. S. Martin, and K. K. Bennett. 2006. “Mothers’ Literacy Beliefs: Connections with the Home Literacy Environment and pre-School Children’s Literacy Development.” Journal of Early Childhood Literacy 6 (2): 191–211. doi:https://doi.org/10.1177/1468798406066444.
- Whitehurst, G. J., and C. J. Lonigan. 1998. “Child Development and Emergent Literacy.” Child Development 69 (3): 848–872. doi:https://doi.org/10.1111/j.1467-8624.1998.tb06247.x.
- Wu, C., and A. S. Honi. 2008. “Taiwanese Mothers’ Beliefs About Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory.” Early Child Development and Care 180 (5): 647–669. doi:https://doi.org/10.1080/03004430802221449.
- Yeo, L. S., W. W. Ong, and C. M. Ng. 2014. “The Home Literacy Environment and Preschool Children's Reading Skills and Interest.” Early Education and Development 25 (6): 791–814. doi:https://doi.org/10.1080/10409289.2014.862147.
- Zhang, S., T. Inoue, H. Shu, and G. K. Georgiou. 2020. “How Does Home Literacy Environment Influence Reading Comprehension in Chinese? Evidence from a 3-Year Longitudinal Study.” Reading and Writing 33: 1745–1767. doi:https://doi.org/10.1007/s11145-019-09991-2.