{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/14881"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/14881","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Parental Literacy Experiences: Relation to a Child's Reading Performance Across Cultures","abstract":"Correlational studies have confirmed significant relationships between parents’ past reading experiences and involvement in children’s literacy at home and how this could be associated with their children’s reading outcomes and motivation. The current study examined parental self- reported literacy experiences, home literacy experiences, child reported motivation for reading and potential associations with children’s reading development across Hispanic, African American, Caucasian, and Chinese cultures. Participants were recruited from public schools in New Haven Connecticut, United States of American and one urban elementary school in China. In total 238 children and either of their parents participated in the study. Parents form both samples completed a personal information questionnaire while participating children completed a battery consisting of reading tasks and a reading motivation measure. Significant correlations for differences between cultural groups were identified. Overall, findings of this study suggest that parents’ reading experiences and culture-specific home literacy practices could influence children’s reading motivation and reading performance. To conclude, existing research and findings from the current study propose culture-specific literacy practices that may be adapted by other cultures to strengthen children’s reading development. Additional directions for future research were discussed.","abstract_html":"Correlational studies have confirmed significant relationships between parents’ past reading experiences and involvement in children’s literacy at home and how this could be associated with their children’s reading outcomes and motivation. The current study examined parental self- reported literacy experiences, home literacy experiences, child reported motivation for reading and potential associations with children’s reading development across Hispanic, African American, Caucasian, and Chinese cultures. Participants were recruited from public schools in New Haven Connecticut, United States of American and one urban elementary school in China. In total 238 children and either of their parents participated in the study. Parents form both samples completed a personal information questionnaire while participating children completed a battery consisting of reading tasks and a reading motivation measure. Significant correlations for differences between cultural groups were identified. Overall, findings of this study suggest that parents’ reading experiences and culture-specific home literacy practices could influence children’s reading motivation and reading performance. To conclude, existing research and findings from the current study propose culture-specific literacy practices that may be adapted by other cultures to strengthen children’s reading development. Additional directions for future research were discussed.","abstract_has_math":false,"creators":["Banach, Nicole"],"institution":"Brock University","degree_name":"M.A. Applied Disability Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Center for Applied Disability Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-21T16:08:11Z","date_published":"2020-08-21T16:08:11Z","updated_at":"2026-07-24T01:23:00Z","subjects":["Parent reading experiences","Reading motivation","Home literacy","Child reading development","Cultural differences"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/14881","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Center for Applied Disability Studies"]},{"key":"dc:creator","label":"Author","values":["Banach, Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-08-21T16:08:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-21T16:08:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-08-21T16:08:11Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Applied Disability Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parent reading experiences","Reading motivation","Home literacy","Child reading development","Cultural differences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/14881"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Correlational studies have confirmed significant relationships between parents’ past reading experiences and involvement in children’s literacy at home and how this could be associated with their children’s reading outcomes and motivation. The current study examined parental self- reported literacy experiences, home literacy experiences, child reported motivation for reading and potential associations with children’s reading development across Hispanic, African American, Caucasian, and Chinese cultures. Participants were recruited from public schools in New Haven Connecticut, United States of American and one urban elementary school in China. In total 238 children and either of their parents participated in the study. Parents form both samples completed a personal information questionnaire while participating children completed a battery consisting of reading tasks and a reading motivation measure. Significant correlations for differences between cultural groups were identified. Overall, findings of this study suggest that parents’ reading experiences and culture-specific home literacy practices could influence children’s reading motivation and reading performance. To conclude, existing research and findings from the current study propose culture-specific literacy practices that may be adapted by other cultures to strengthen children’s reading development. Additional directions for future research were discussed."]},{"key":"dc:title","label":"Title","values":["Parental Literacy Experiences: Relation to a Child's Reading Performance Across Cultures"]}]}],"canonical_facts":{"dc:contributor.department":["Center for Applied Disability Studies"],"dc:creator":["Banach, Nicole"],"dc:date.accessioned":["2020-08-21T16:08:11Z"],"dc:date.available":["2020-08-21T16:08:11Z"],"dc:date.issued":["2020-08-21T16:08:11Z"],"dc:description.abstract":["Correlational studies have confirmed significant relationships between parents’ past reading experiences and involvement in children’s literacy at home and how this could be associated with their children’s reading outcomes and motivation. The current study examined parental self- reported literacy experiences, home literacy experiences, child reported motivation for reading and potential associations with children’s reading development across Hispanic, African American, Caucasian, and Chinese cultures. Participants were recruited from public schools in New Haven Connecticut, United States of American and one urban elementary school in China. In total 238 children and either of their parents participated in the study. Parents form both samples completed a personal information questionnaire while participating children completed a battery consisting of reading tasks and a reading motivation measure. Significant correlations for differences between cultural groups were identified. Overall, findings of this study suggest that parents’ reading experiences and culture-specific home literacy practices could influence children’s reading motivation and reading performance. To conclude, existing research and findings from the current study propose culture-specific literacy practices that may be adapted by other cultures to strengthen children’s reading development. Additional directions for future research were discussed."],"dc:identifier.uri":["http://hdl.handle.net/10464/14881"],"dc:language.iso":["eng"],"dc:subject":["Parent reading experiences","Reading motivation","Home literacy","Child reading development","Cultural differences"],"dc:title":["Parental Literacy Experiences: Relation to a Child's Reading Performance Across Cultures"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Applied Disability Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:00Z"}