Predictors of Mothers' and Fathers' Teaching of Reading and Mathematics during Kindergarten and Grade 1

Autor/inn/en	Silinskas, Gintautas; Leppanen, Ulla; Aunola, Kaisa; Parrila, Rauno; Nurmi, Jari-Erik
Titel	Predictors of Mothers' and Fathers' Teaching of Reading and Mathematics during Kindergarten and Grade 1
Quelle	In: Learning and Instruction, 20 (2010) 1, S.61-71 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.01.002
Schlagwörter	Socioeconomic Status; Mothers; Reading Achievement; Mathematics Achievement; Kindergarten; Grade 1; Fathers; Parents as Teachers; Predictor Variables; Mathematics Instruction; Reading Instruction; Longitudinal Studies; Questionnaires + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Mathematics lessons; Mathematikunterricht; Leseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen
Abstract	The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10