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Mothers’ reading-related activities at home and learning to read during kindergarten

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Abstract

This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child. The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls, firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten year.

Synthèse

Cette recherche approfondie examine comment les activités de lecture chez les femmes au foyer se répercutent sur le développement des compétences de lecture chez leurs enfants à la maternelle. Un total de 1.529 enfants (âgés de 5 à 6 ans) ont subi un test de lecture de mots à deux reprises, le premier en début de maternelle et le second à la fin. Les mères des enfants (n = 1.529) ont répondu à un questionnaire sur les activités de lecture avec leurs enfants à la maison (sur la lecture partagée, l’enseignement des lettres et l’apprentissage de la lecture) et sur leur niveau d’éducation, l’ordre de naissance de leur enfant ainsi que le sexe de celui-ci. Les résultats montrent que des trois activités de lecture, l’apprentissage par la mère est le meilleur indicateur de compétence de lecture chez les enfants à la maternelle. Ils dévoilent que de bonnes compétences de lecture en début d’année de maternelle augmentent la capacité d’assimilation de l’enseignement maternel que l’enfant recevra par la suite. De plus, les résultats démontrent que les filles, les aînés et les enfants des mères ayant fait des études supérieures vont plus que probablement devenir de bons lecteurs avant la fin de l’année de maternelle.

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Acknowledgements

This study has been carried out in the Center of Excellence in Learning and Motivation Research, Programs Nr. 213486 (2006–2011) and Nr. 125811 (2008–2009), financed by the Academy of Finland.

Author information

Authors and Affiliations

  1. Department of Psychology, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland

    Gintautas Silinskas & Jari-Erik Nurmi

  2. Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland

    Marja-Kristiina Lerkkanen & Anna-Maija Poikkeus

  3. Department of Educational Psychology, University of Alberta, Alberta, Canada

    Rauno Parrila

  4. Department of Psychology, University of Turku, Turku, Finland

    Pekka Niemi

Authors
  1. Gintautas Silinskas
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  2. Rauno Parrila
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  3. Marja-Kristiina Lerkkanen
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  4. Anna-Maija Poikkeus
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  5. Pekka Niemi
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  6. Jari-Erik Nurmi
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Correspondence to Gintautas Silinskas.

Additional information

Gintautas Silinskas. Department of Psychology and the Finnish Center of Excellence in Learning and Motivation Research, University of Jyväskylä, P.O. Box 35, 40014 Jyväskylä, Finland. Email: gintautas.silinskas@jyu.fi; The Finnish Center of Excellence in Learning and Motivation Research: http://www.jyu.fi/ytk/laitokset/psykologia/huippututkimus/en/; The First Steps Study (Alkuportaat): http://www.jyu.fi/ytk/laitokset/psykologia/huippututkimus/alkuportaat

Current themes of research:

The role of parents in children’s learning. Quality and quantity of parents’ involvement. Development of literacy and numeracy skills in kindergarten and Grade 1.

Most relevant publications in the field of Psychology of Education:

Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics in kindergarten and Grade 1. Learning and Instruction, 20, 61–71. Doi: 10.1016/j.learninstruc.2009.01.002.

Rauno Parrila. Department of Educational Psychology, 6-102 Education North, University of Alberta, Alberta T6G 2G5, Canada. E-mail: rauno.parrila@ualberta.ca. Web site: http://www.uofaweb.ualberta.ca/edpsychology/ or rrl.educ.ualberta.ca

Current themes of research:

1. Cognitive, linguistic, and social compensation mechanisms of high-functioning adult dyslexics. 2. Cognitive, linguistic, and social correlates of individual differences in reading acquisition. 3. Development and remediation of different subtypes of developmental dyslexias.

Most relevant publications in the field of Psychology of Education:

Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, 566–580.

Parrila, R. (2008). The Multiple Systems Model of Reading: Understanding reading disabilities and their effect on academic achievement across individuals and orthographies (Invited Paper). The Japanese Journal of Special Education, 45, 383–404.

Parrila, R., Georgiou, G. & Corkett, J. (2007). University students with a significant history of reading difficulties: What is and is not compensated. Exceptionality Education Canada, 17, 195–220.

Parrila, R. K., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299–319.

Parrila, R. K., Kirby, J. R., McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3–26.

Marja-Kristiina Lerkkanen. Department of Teacher Education, University of Jyväskylä, P.O. BOX 35, 40014 Jyväskylä, Finland. E-mail: marja-kristiina.lerkkanen@jyu.fi; Web site: www.jyu.fi

Current themes of research:

Developmental processes and motivation of literacy skills at early school years.

Most relevant publications in the field of Psychology of Education:

Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). Predicting Reading Performance during the First and the Second Year of Primary School. British Educational Research Journal, 30 (1), 67–92.

Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). Reading Performance and its Developmental Trajectories during the First and the Second Grade. Learning and Instruction, 14 (2), 111–130.

Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). The Developmental Dynamics of Literacy Skills during the First Grade. Educational Psychology, 24 (6), 793–810.

Torppa, M., Tolvanen, A., Poikkeus, A.-M., Eklund, K., Lerkkanen, M.-K., Leskinen, E. & Lyytinen, H. (2007). Reading Development Subtypes and their Early Characteristics. Annals of Dyslexia, 57, 3–32.

Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2009). Cross-lagged Associations between Task-Motivation and Skill Development in Kindergarten. Learning and Instruction, 19, 335–344.

Anna-Maija Poikkeus. Department of Teacher Education, University of Jyvaskyla, P.O. Box 35, 40014 University of Jyvaskyla, Finland. E-mail: anna-maija.a.poikkeus@jyu.fi

Current themes of research:

Individual, interactional and classroom quality factors contributing to children’s learning, especially reading and math achievement, motivation and social adjustment.

Most relevant publications in the field of Psychology of Education:

Laakso, M-L., Poikkeus, A-M., Eklund, K., & Lyytinen, P. (2004). Interest in early shared reading: It’s relation to later language and letter knowledge in children with and without risk for reading difficulties. First language, 24(3), 323–345.

Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T. K., Laakso, M-L., Leinonen, S., Leppänen P.H.T., Lyytinen, P., Poikkeus, A-M., Puolakanaho, A., Richardson, U., & Viholainen, H. (2001). Developmental pathways of children with and without familial risk for dyslexia during the first years of life. Developmental Neuropsychology, 20, 539–558.

Metsäpelto, R-L., Pulkkinen, L., & Poikkeus, A-M. (2001). A search for parenting style: A cross-situational analysis of parental behavior. Genetic, Social, and General Psychology Monographs, 127, 169–192.

Puolakanaho, A., Poikkeus, A-M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2004). Emerging Phonological Awareness Differentiates Children with and without Familial Risk for Dyslexia after Controlling for General Language Skills. Annals of Dyslexia, 54(2), 221–243.

Torppa, M., Poikkeus, A-M., Laakso, M-L., Eklund, K., & Lyytinen, H. (2006). Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia. Developmental Psychology, 42, 1128–1142.

Pekka Niemi. Departmrnt of Psychology, University of Turku, Finland. E-mail: peknie@utu.fi; Web site: http://www.psy.utu.fi/

Current themes of research:

Beginning reading and reading difficulties.

Most relevant publications in the field of Psychology of Education:

Häikiö, T., Bertram, R., Hyönä, J. & Niemi, P. (2009). Development of letter identity span among elementary school-aged children. Journal of Experimental Child Psychology, 102, 167–181.

Lepola, J., Poskiparta, E., Laakkonen, E. & Niemi, P. (2005). Development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9, 367–399.

Leppänen, U., Niemi, P., Aunola, K. & Nurmi, J-E. (2006). Development of reading and spelling Finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10, 3–30.

Silvén, M., Poskiparta, E. & Niemi, P. (2004). The odds of becoming a preschool reader. Journal of Educational Psychology, 96,152–164.

Silvén, M., Poskiparta, E., Niemi, P., & Voeten, M. (2007). Precursors of reading skill from infancy to 1st grade in Finnish: Continuity and change in a highly inflected language. Journal of Educational Psychology, 99, 516–531.

Jari-Erik Nurmi. Department of Psychology and the Finnish Center of Excellence in Learning and Motivation Research, University of Jyväskylä, P.O. Box 35, 40014 Jyväskylä, Finland. E-mail: jari-erik.nurmi@jyu.fi.

Current themes of research:

The role of motivation in learning. Children’s impacts on teachers’ instruction. The role of teachers’ instruction in children’s learning. Educational transitions.

Most relevant publications in the field of Psychology of Education:

Aunola, K., & Nurmi, J.-E. (2004). Maternal affection moderates the impact of psychological control on a child´s mathematical performance. Developmental Psychology, 40, 965–978.

Nurmi, J.-E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15, 103–122.

Natale, K., Aunola, K., Nurmi, J. E., Poikkeus, A. M., Lyytinen, P., Lyytinen, H. (2008). Mothers’ causal attributions concerning the reading achievement of their children with and without familial risk for dyslexia. Journal of Learning Disabilities, 41, 274–285.

Fyrsten, S., Nurmi, J.-E., & Lyytinen, H. (2006). The role of achievement beliefs and behaviors in spontaneous meeting acquisition. Learning and Instruction, 16, 569–582.

Nurmi, J.-E., Hirvonen, R., & Aunola, K. (2008). Motivation and achievement beliefs in elementary school: A holistic approach using longitudinal data. Unterrichtswissenschaft, 36, 237–254.

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Silinskas, G., Parrila, R., Lerkkanen, MK. et al. Mothers’ reading-related activities at home and learning to read during kindergarten. Eur J Psychol Educ 25, 243–264 (2010). https://doi.org/10.1007/s10212-010-0014-9

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  • DOI: https://doi.org/10.1007/s10212-010-0014-9

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