scholarly journals Contributions of working memory and sustained attention to children’s reading achievement: A commonality analysis approach

2021 ◽  
Vol 58 ◽  
pp. 101028
Author(s):  
Eadaoin J. Slattery ◽  
Patrick Ryan ◽  
Donal G. Fortune ◽  
Laura P. McAvinue
Keyword(s):  
Working Memory ◽  
Reading Achievement ◽  
Sustained Attention ◽  
Analysis Approach ◽  
Commonality Analysis ◽  
Children's Reading ◽  
Children’S Reading

Fathers’ and mothers’ language acculturation and parenting practices: Links to Mexican American children’s academic readiness

2016 ◽  
Vol 16 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Claire E Baker
Keyword(s):  
Reading Achievement ◽  
Parenting Practices ◽  
Mexican American ◽  
English Proficiency ◽  
Academic Readiness ◽  
Primary Language ◽  
Language Acculturation ◽  
Home Learning ◽  
Children's Reading ◽  
Children’S Reading

This study used a family-centered ecological lens to examine predictive relations among fathers’ and mothers’ language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool ( N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers’ and mothers’ English proficiency and primary language used in the home. Parenting was operationalized as fathers’ and mothers’ participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for demographics, fathers’ and mothers’ primary language in the home predicted children’s reading achievement and fathers’ and mothers’ English proficiency predicted children’s math achievement. Furthermore, maternal home learning stimulation made a unique contribution to children’s reading achievement after the influence of parent language acculturation was accounted for, underscoring the importance of home learning stimulation for strengthening Mexican American children’s reading skills prior to school entry.

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