“Early reading acquisition makes a significant contribution to lifelong reading engagement; it increases vocabulary size, academic success, and world knowledge (Stanovich & Cunningham 1993, 1997; Stanovich et al. 1995). Therefore, parents and teachers alike have a special interest in fostering successful reading experiences for children. There is a growing consensus that teachers’ reading-related knowledge is positively associated with student literacy (Hatcher et al. 2006; McCutchen et al. 2002a; b; Spear-Swerling & Brucker 2004). However, very little is known about the relationship between parents’ reading-related knowledge and the reading skills of their children.” (np, 1-2)
Ref: Megan Ladd & Sandra Martin-Chang & Kyle Levesque (2011) ‘Parents’ reading-related knowledge and children’s reading acquisition’ Ann. of Dyslexia. Online first 16 June 2011
LiteracyNZ 