Daria Khanolainen|Maria Psyridou|Gintautas Šilinskas|Marja?Kristiina Lerkkanen|Pekka Niemi|Anna?Maija Poikkeus|Minna Torppa
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Stavanger|University of Jyväskylä|University of Turku|University of Jyväskylä|University of Jyväskylä
study focuses parental reading mathematical difficulties home literacy environment home numeracy environment well predictive role finnish childrens reading mathematical development grades 19 examined parental reading mathematical difficulties directly predict childrens academic performance andor mediated home learning environment mothers n 1590 fathers n 1507 reported reading mathematical difficulties well home environment shared reading teaching literacy numeracy children kindergarten tests reading fluency reading comprehension arithmetic fluency administered children grades 1 2 3 4 7 9 parental reading difficulties predicted childrens reading fluency whereas parental mathematical difficulties predicted reading comprehension arithmetic fluency familial risk associated neither formal informal home environment factors whereas maternal education significant relationship higher levels education among mothers predicting less time spent teaching activities time spent shared reading addition shared reading significantly associated development reading comprehension grades 3 4 whereas components home learning environment associated assessed skills study highlights taken together familial risk parental education home learning environment form complex pattern associations childrens mathematical reading skills