View in EDS HTML Full Text PDF Full Text

The intergenerational impact of mothers and fathers on children's word reading development.

Saved in:
Bibliographic Details
Title: The intergenerational impact of mothers and fathers on children's word reading development.
Authors: Grande, Germán, Amland, Tonje, van Bergen, Elsje, Melby‐Lervåg, Monica, Lervåg, Arne
Source: Journal of Child Psychology & Psychiatry. Jul2025, Vol. 66 Issue 7, p946-955. 10p.
Subjects: Reading, Self-evaluation, Scale analysis (Psychology), Subject headings, Statistical correlation, Mathematical variables, Research funding, Mothers, Interviewing, Learning, Home environment, Parent attitudes, Descriptive statistics, Chi-squared test, Books, Fathers, Child development, School children, Research, Literacy, Mother-child relationship, Authors, Data analysis software, Factor analysis, Intergenerational relations, Language acquisition, Genetics, Student assignments, Children
Geographic Terms: Norway
Abstract: Background: Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self‐reported HLE as predictors. Methods: We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results: Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions: Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 186224871
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The intergenerational impact of mothers and fathers on children's word reading development.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Grande%2C+Germán%22">Grande, Germán</searchLink><br /><searchLink fieldCode="AR" term="%22Amland%2C+Tonje%22">Amland, Tonje</searchLink><br /><searchLink fieldCode="AR" term="%22van+Bergen%2C+Elsje%22">van Bergen, Elsje</searchLink><br /><searchLink fieldCode="AR" term="%22Melby‐Lervåg%2C+Monica%22">Melby‐Lervåg, Monica</searchLink><br /><searchLink fieldCode="AR" term="%22Lervåg%2C+Arne%22">Lervåg, Arne</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+Psychology+%26+Psychiatry%22">Journal of Child Psychology & Psychiatry</searchLink>. Jul2025, Vol. 66 Issue 7, p946-955. 10p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+analysis+%28Psychology%29%22">Scale analysis (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Subject+headings%22">Subject headings</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+variables%22">Mathematical variables</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Fathers%22">Fathers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+relations%22">Intergenerational relations</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+assignments%22">Student assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self‐reported HLE as predictors. Methods: We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results: Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions: Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=186224871
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcpp.14107
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 946
    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Subject headings
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: Mathematical variables
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Fathers
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Mother-child relationship
        Type: general
      – SubjectFull: Authors
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Intergenerational relations
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Genetics
        Type: general
      – SubjectFull: Student assignments
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: The intergenerational impact of mothers and fathers on children's word reading development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Grande, Germán
      – PersonEntity:
          Name:
            NameFull: Amland, Tonje
      – PersonEntity:
          Name:
            NameFull: van Bergen, Elsje
      – PersonEntity:
          Name:
            NameFull: Melby‐Lervåg, Monica
      – PersonEntity:
          Name:
            NameFull: Lervåg, Arne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00219630
          Numbering:
            – Type: volume
              Value: 66
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Journal of Child Psychology & Psychiatry
              Type: main
ResultId 1