- Oxford Library of Psychology
- The Oxford Handbook of Reading
- Oxford Library of Psychology
- About the Editors
- The Oxford Handbook of Reading: Setting the Stage
- Writing Systems: Their Properties and Implications for Reading
- Visual Word Recognition
- The Work of the Eyes During Reading
- Visual Word Recognition in the Bayesian Reader Framework
- Neighborhood Effects in Visual Word Recognition and Reading
- Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations
- The Nature of Lexical Representation in Visual Word Recognition
- Are Polymorphemic Words Processed Differently From Other Words During Reading?
- Individual Differences Among Skilled Readers: The Role of Lexical Quality
- What Does Acquired Dyslexia Tell Us About Reading in the Mind and Brain?
- Literacy and Literacy Development in Bilinguals
- The Role of Sound in Silent Reading
- Reading Sentences: Syntactic Parsing and Semantic Interpretation
- Models of Discourse Comprehension
- The Role of Words in Chinese Reading
- How Is Information Integrated Across Fixations in Reading?
- Direct Lexical and Nonlexical Control of Fixation Duration in Reading
- E-Z Reader: An Overview of the Model and Two Recent Applications
- How Children Learn to Read Words
- Children’s Spelling Development: Theories and Evidence
- Learning to Read and Spell Words in Different Writing Systems
- Children’s Reading Comprehension and Comprehension Difficulties
- Development of Dyslexia
- How Learning to Read Influences Language and Cognition
- Young Children’s Home Literacy Experiences
- Primary Grade Reading Instruction in the United States
- African American English and Its Link to Reading Achievement
- Teachers’ Knowledge About Beginning Reading Development and Instruction
- Adolescent Literacy: Development and Instruction
- Name Index
- Subject Index
Abstract and Keywords
The present chapter focuses on parent-child interactions that foster early literacy and oral language. The first part of the chapter presents an empirically based model of the differential links between two types of home literacy activities and child outcomes. The second part of the chapter is a synthesis of quasi-experimental research testing the impact of parent-child interactions on child early literacy. The converging correlational and quasi-experimental evidence presented is in accord with the proposed Home Literacy Model (Sénéchal & LeFevre, 2002; Sénéchal 2006). In this model, informal literacy activities such as shared reading are rich language experiences from which children can learn about oral language. Most important, formal literacy experiences, such as parent teaching, seem to be necessary if gains in early literacy are expected from the home environment.
Monique Sénéchal studies how children learn oral and written language from experiences in their homes. In other work, she examines basic processes that predict individual differences in reading and spelling. She is a professor of psychology and director of the Child Language and Literacy Research Lab.
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