Liens entre les pratiques parentales préscolaires en littéracie et la lecture à 8 ans : médiation par le vocabulaire et la connaissance des lettres
|Abstract:||This doctoral dissertation focuses on parental literacy practices as predictors of early and long lasting differences in reading achievement. Previous studies have documented preferential associations between two types of parental literacy practices, namely parent-child reading and parental teaching of letters, and pre-reading as well as reading skills without formally evaluating the hypothesis of mediation processes. The main objective of the doctoral dissertation is to formally evaluate this putative dual pathway using path analysis. Our longitudinal research design is unique as we repeatedly evaluated parental literacy practices over early childhood, which can inform us on the appropriateness of different literacy practices from toddlerhood onward. We found that parental teaching of letters at ages 4 and 5 contribute indirectly to reading skills (8 years old; decoding and reading comprehension) through their effect on early letter knowledge (5 years old). Conversely, vocabulary development (5 years old) mediated the influence of parent-child reading at 2½, 4 and 5 years on reading comprehension (8 years old). Results have important implications as to the specific stimulations enhancing each aspect of literacy development and suggest ages around which they begin to influence children’s development.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||24 April 2018|
|Collection:||Thèses et mémoires|
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