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date: 28 September 2020

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.

Keywords: early literacy, parent-child interactions, home literacy environment

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