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Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study
16 references·10 citing·49 second hop
Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study (2011)Parental Literacy Predicts Children's Lit…Predictors of word decoding and reading fluency across languages varying in orthographic consistency. (2008)Predictors of word decoding a…Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008)Development of word reading f…Very early phonological and language skills: estimating individual risk of reading disability (2007)Very early phonological and l…Children at family risk of dyslexia: a follow‐up in early adolescence (2007)Children at family risk of dy…From single to multiple deficit models of developmental disorders (2006)From single to multiple defic…Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Specific reading disability (…Beyond phonological skills: broader language skills contribute to the development of reading (2004)Beyond phonological skills: b…Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill (2003)Family Risk of Dyslexia Is Co…Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study (2002)Parental Involvement in the D…Early Reading Development in Children at Family Risk for Dyslexia (2001)Early Reading Development in …Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia (2000)Precursors of Literacy Delay …Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. (1999)Specific contributions of pho…Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation (1999)Language Basis of Reading and…Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ (1998)Predicting the future achieve…Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items (1998)Predicting Dyslexia From Kind…Very Early Language Deficits in Dyslexic Children (1990)Very Early Language Deficits …Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia (2021)Unveiling the Mysteries of Dy…Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention. (2020)Prevention of reading difficu…Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9 (2020)Longitudinal Effects of the H…Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study (2019)Reading and spelling skills a…Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade (2019)Contribution of family risk, …L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia (2017)L1 and L2 reading skills in D…How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation (2015)How Does Parental Reading Inf…Genetic transmission of reading ability (2015)Genetic transmission of readi…Writing in Dyslexia: Product and Process (2013)Writing in Dyslexia: Product …Parents of Children with Dyslexia: Cognitive, Emotional and Behavioural Profile (2013)Parents of Children with Dysl…The Child's Learning of English Morphology (1958)Perception of the speech code. (1967)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Improving language and literacy is a matter of time (2004)Oral language deficits in familial dyslexia: A meta-analysis and review. (2016)A distributed, developmental model of word recognition and naming. (1989)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Relations Among Speech, Language, and Reading Disorders (2008)Developmental dyslexia (2012)Developmental Dyslexia (2015)Decoding, Reading, and Reading Disability (1986)Why is letter-name knowledge such a good predictor of learning to read? (2005)The Effects of Preschool Education (2009)Wechsler Intelligence Scale for Children (2018)Significance tests and goodness of fit in the analysis of covariance structures. (1980)EQS : structural equations program manual (1989)Comparative fit indexes in structural models. (1990)Naming speed and phonological awareness as predictors of reading development. (2003)The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. (2003)Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies (2012)Categorizing sounds and learning to read—a causal connection (1983)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008)Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions (2012)Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Foundation literacy acquisition in European orthographies (2003)Cognitive mechanisms underlying reading and spelling development in five European orthographies (2013)Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies (2013)Working memory and executive functions: effects of training on academic achievement (2014)A First Language (1973)A First Language: The Early Stages (1974)Boston Naming Test (2001)Language input and child syntax (2002)Handbook of reading research (1991)Preventing Reading Difficulties in Young Children (1998)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Word Knowledge in a Theory of Reading Comprehension (2013)The simple view of reading (1990)DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)Vocabulary Is Important for Some, but Not All Reading Skills (2007)A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story (2009)The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021)Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy (1995)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007)To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. (2011)
this work references cited by second hop

References

  • 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
  • 2002Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study2,136 cited
  • 2006From single to multiple deficit models of developmental disorders1,166 cited
  • 1990Very Early Language Deficits in Dyslexic Children850 cited
  • 2008Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.724 cited
  • 1999Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation716 cited
  • 2004Beyond phonological skills: broader language skills contribute to the development of reading668 cited
  • 1999Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.592 cited
  • 2003Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill543 cited
  • 1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items487 cited
  • 2001Early Reading Development in Children at Family Risk for Dyslexia487 cited
  • 2008Predictors of word decoding and reading fluency across languages varying in orthographic consistency.428 cited
  • 2000Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia403 cited

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1998
Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ
344 cited
  • 2007Very early phonological and language skills: estimating individual risk of reading disability316 cited
  • 2007Children at family risk of dyslexia: a follow‐up in early adolescence276 cited
  • Cited by

    • 2013Parents of Children with Dyslexia: Cognitive, Emotional and Behavioural Profile61 cited
    • 2021Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia59 cited
    • 2015Genetic transmission of reading ability56 cited
    • 2015How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation54 cited
    • 2020Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–954 cited
    • 2020Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.49 cited
    • 2013Writing in Dyslexia: Product and Process48 cited
    • 2019Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study45 cited
    • 2017L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia44 cited
    • 2019Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade42 cited