The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development

Autor/inn/en	Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik
Titel	The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development
Quelle	In: Journal of School Psychology, 50 (2012) 6, S.799-823 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.07.001
Schlagwörter	Disabilities; Parent Child Relationship; Spelling; Kindergarten; Reading Difficulties; Skill Development; Child Rearing; Parenting Styles; Grade 1; Grade 2; Role; Reading Skills; Foreign Countries; Teacher Student Relationship; At Risk Students; Prediction; Finland + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schreibweise; Reading difficulty; Leseschwierigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kindererziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Rollen; Reading skill; Lesefertigkeit; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Finnland
Abstract	This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10