In an article pertaining to shared parent-child book reading, investigators examined over hundred eight month old infants and their parents to determine if the parents began to read to their infants. The investigators tested various factors such as an infant’s temperament, gender and other attributes along with the parent’s level of education, socioeconomic status, income, etc. Investigators predicted that certain parental behaviors would account for infant’s early reading and language development. They predicted parents that weren’t as educated would be less likely to read to their infants. There was a prediction between gender differences and reading. The last prediction was that mothers that read to their infants would have encouragement and sensitivity behaviors whereas mothers that did not read to their infants would not have those behaviors. Many of these predictions were proven to have a significant relationship. A major finding from the research conducted in this study is that language development is strengthen through early shared reading, along with superior emergent literacy skills, and overall academic accomplishment (Karrass, 2003).
A study that examined interactive book reading with parents of at risk families consisted mainly of training parents in interactive book reading. The investigators speculated whether this training will result in a higher amount and more effective reading between parents and theirs children. They also questioned if certain children’s vocabulary will increase through interactive book reading with there parents. The final speculation was whether or not parents would find the training in interactive book reading successful and adequate. After testing six families from low socioeconomic statuses, the study proves that parents and child communication from book reading did improve, along with the IQ’s of several children. Most parents also found the training to be sufficient; proving the importance of this study in terms of parental reading with children (Tavern, 1995).
An article investigated the differences in socioeconomic statuses when pertaining to children’s reading achievement. The investigator performed a longitudinal study in which two sets to of preschool students were tested; each set having fathers whose occupation differed in education and skill level. The investigator speculated that the socioeconomic status differences of preschool student’s phonological abilities will in turn effect early reading achievement once those students are in the first grade. After testing the students in preschool and conducting phone interviews with the parents, the investigator retested the children two later upon completion of first grade. It was found that there was a significant difference in preschool students’ phonological sensitivity when comparing their father’s occupation. It was also proven that socioeconomic status differences did in fact result in a difference in reading and arithmetic achievement (Bowey, 1995).
A recent article sought out to determine whether first through third generation children differ in reading level upon entering first grade. The researchers also wanted to determine if immigrant groups had different growth rates in terms of reading skills from kindergarten through third grade. Lastly, the researcher examined if there was a difference between what may cause a difference between the rate and level of the growth of reading achievement in immigrants. The researcher collected data from the students, parents, and the teacher five times during a four year span. Overall, the researchers found that first and second generation children have an advantage over third generation children when considering academics (Palacios, 2008).
Another study examined if growth rate in oral reading fluency is important in predicting reading comprehension achievement. The researchers were mainly interested in determining if various literacy skills (phonological awareness,...
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