The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading-related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing…

This study explored the role of parental involvements in children's acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through…

Pre-reading and early childhood literacy skills are important for brain development and fundamental to a child's long-term cognitive and social well-being. As such, the fostering of these skills is an important preventive health measure. Family physicians can play key roles in encouraging parents to routinely read with their children. However, in…

Research has documented various family and individual risk factors associated with severe conduct problems, but little is known about the developmental origins of children who engage in both aggressive and prosocial interactions with others. The present study utilized growth-mixture modeling to identify distinct trajectories of physical aggression…

Suggestions are presented for parents on helping their children develop an interest in reading, including: talking frequently to children; helping children understand the importance of reading; reading aloud to children; reading "one-on-one"; involving children in writing; and choosing good books. (CB)

Investigates the significance of the parent's role in reading aloud familiar or unfamiliar stories to their children. Concludes that, although the nature of the interaction between parent and child did not differ with respect to the parent's gender, there were differences in the kinds of interaction strategies used in familiar versus unfamiliar…

Studied interactions which are related to written language, attachment security, and emergent literacy between 45 mothers and their children, aged one-and-a-half to five-and-a-half years. Results suggest that mothers give reading instruction to small children by naming letters and well-known words which contain those letters. Mother-child…

This booklet tells how parents can use all their language skills to build those of their children. The booklet is designed for helping children from infancy to age 6--the most important years for learning the skills they will need to become readers. It offers parents suggestions on how to: talk with their children; read aloud with him/her; help…

Intended for parents, this booklet offers advice and suggestions for developing a child's self-expression and providing a supportive environment for reading experiences at home. Various sections of the book discuss the following: (1) giving love and warmth to your child, (2) reading with your child, (3) listening to your child, (4) talking with…

Several conclusions about child language were drawn from the data collected during the Bristol longitudinal study, "Language at Home and at School": (1) the amount of speech that adults address to their children is significantly associated with the children's rate of progress; (2) although many topics are introduced by parents, an equal…

This booklet is one of a series of micromonographs on reading-related subjects that offers help to parents interested in stimulating reading habits in their children. Presented as a guide to developing a reading atmosphere in the home, the booklet suggests that parents begin with infant activities; teach their children through make believe; use…

Study investigated the perspectives of parents who read aloud to their young children. Results indicate that outside information can increase parents' awareness of the importance of reading aloud to their children and can motivate them to do so. (MM)

Describes a parent education project that recognized the importance of educating parents so that they would be able to help their youngsters in early reading development. (HOD)

Directed to parents of preschool children, this booklet suggests that well-prepared children seldom fail to learn to read and recommends that parents prepare their children for reading by providing one-to-one learning situations. The book is divided into sections that describe learning experiences at home when parents read themselves and offer…