Lori E. Skibbe|Samantha W. Bindman|Annemarie H. Hindman|Dorit Aram|Frederick J. Morrison
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Michigan State University|University of Illinois Urbana-Champaign|Temple University|Vascular Biogenics (Israel)|Tel Aviv University|University of Michigan–Ann Arbor
reading research quarterlyvolume 48 issue 4 p 387401 original article longitudinal relations parental writing support preschoolers language literacy skills lori e skibbe corresponding author lori e skibbe michigan state university east lansing usamichigan state university east lansing usasearch papers authorsamantha w bindman samantha w bindman university illinois champaign usasearch papers authorannemarie h hindman annemarie h hindman temple university philadelphia pa usasearch papers authordorit aram dorit aram tel aviv university oryehuda israelsearch papers authorfrederick j morrison frederick j morrison university michigan ann arbor usasearch papers author lori e skibbe corresponding author lori e skibbe michigan state university east lansing usamichigan state university east lansing usasearch papers authorsamantha w bindman samantha w bindman university illinois champaign usasearch papers authorannemarie h hindman annemarie h hindman temple university philadelphia pa usasearch papers authordorit aram dorit aram tel aviv university oryehuda israelsearch papers authorfrederick j morrison frederick j morrison university michigan ann arbor usasearch papers author first published 19 july 2013 httpsdoiorg101002rrq55citations 44read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onemailfacebooktwitterlinkedinredditwechat abstracten parental writing support examined time relation childrens language literacy skills seventyseven parents preschoolers videotaped writing invitation together twice one year parental writing support coded level letter document parents graphophonemic support lettersound correspondence print support letter formation demand precision expectation correcting writing errors parents primarily relied couple print ie parent writing letter alone graphophonemic ie saying word whole dictating letters children write strategies graphophonemic print support preschool predicted childrens decoding skills graphophonemic support also predicted childrens future phonological awareness neither type support predicted childrens vocabulary scores demand precision occurred infrequently unrelated childrens outcomes findings demonstrate importance parental writing support augmenting childrens literacy skills chinesezh spanishes se examin el apoyo de los padres la escritura travs del tiempo en relacin las habilidades de lenguaje alfabetizacin de los nios setenta siete padres sus hijos preescolares fueron captados en video escribiendo una invitacin juntos en dos ocasiones durante el ao el apoyo de los padres fue codificado al nivel de la letra para documentar el apoyo grafofonmico de los padres la correspondencia entre la letra su sonido el apoyo letral la formacin de la letra la exigencia por la precisin las expectativas en cuanto la correccin de errores de escritura los padres dependan principalmente en slo un par de estrategias de letra por ejemplo el padre escribiendo la letra solamente grafofonmicas por ejemplo diciendo la palabra completa dictando letras mientras los nios escriban el apoyo grafofonmico letral en los preescolares predeca la habilidad de los nios de descifrar el apoyo grafofonmico tambin predeca la futura conciencia fonolgica de los nios ninguna de las dos clases de apoyo pudo predecir la nota de los nios en cuanto vocabulario la exigencia por la precisin fue infrecuente mostr relacin con el resultado de los nios los resultados demuestran la importancia del apoyo de los padres en la escritura para incrementar las habilidades alfabetizadoras de los nios arabicar russianru oo poee p caoe aax ao ca ee aee cec e oe paooc ee c oceo aoe cceoae ceec ce poee x e oooo opaca ece cae opypaee eee oa c eo oo poee aoyepoaa cey apaepa paooea coooee yya paooopa acae peoae ooc oae cpae oo poe ocoo pe e cpae paecy ca yy caocoeo paooeaecy pooc coo eo ae oa eo ya e ca paooea oo aca peopee ee oooo opaca eopoa pe paooea ec ee peopo oceyeo oooecoo pa peea h payex oo e pacpe coapoo aaca ee tpeoae cpa cpeaoc eaco e oo ocec yyee aeca ecoo ca peya eocppy aoc poeco oep p caoe ao ca coepecoa ao oeppoa coo eo frenchfr nous avons examin dans la dure et en relation avec les comptences des enfants en matire de langage et de littratie laide quapportent les parents lcriture des enfants nous avons enregistr en vido deux reprises au cours dune anne soixantedix sept parents et leurs enfants dge prscolaire en train dcrire ensemble une invitation laide apporte par les parents code au niveau de la lettre afin de distinguer laide graphophontique correspondances lettresson laide au graphisme formation des lettres et le degr de prcision de leurs exigences attentes relatives la correction des erreurs dcriture les parents sintressent dabord seulement au graphisme par exemple des parents crivent euxmmes les lettres et aux stratgies graphophontiques par exemple ils disent le mot entier ou dictent des lettres pendant que lenfant crit laide graphophontique et au graphisme apporte au niveau prscolaire permet de prdire les comptences en dcodage des enfants et laide graphophontique permet aussi de prdire la conscience phonologique ultrieure aucun de ces types daide nest prdictif des rsultats en vocabulaire les exigences en matire de prcision ne sont pas frquentes et ne sont pas lies aux rsultats des enfants ces rsultats mettent en vidence limportance qua laide des parents pour lamlioration des comptences des enfants en littratie references al otaiba puranik cs ziolkowski ra montgomery tm 2009 effectiveness early phonological awareness interventions students speech language impairments journal special education 432 107128 doi1011770022466908314869 aram 2007 sensitivity consistency 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manual itasca il riverside citing literature volume48 issue4octobernovemberdecember 2013pages 387401 article also appears inwriting referencesrelatedinformation