The intergenerational impact of mothers and fathers on children's word reading development / Germán GRANDE in Journal of Child Psychology and Psychiatry, 66-7 (July 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-7 (July 2025) . - p.946-955 Titre : The intergenerational impact of mothers and fathers on children's word reading development Type de document : Texte imprimé et/ou numérique Auteurs : Germán GRANDE, Auteur ; Tonje AMLAND, Auteur ; Elsje VAN BERGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur Article en page(s) : p.946-955 Langues : Anglais (eng) Mots-clés : Intergenerational transmission  reading environment  home literacy  reading development  genetic confounding Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=562 [article] The intergenerational impact of mothers and fathers on children's word reading development [Texte imprimé et/ou numérique] / Germán GRANDE, Auteur ; Tonje AMLAND, Auteur ; Elsje VAN BERGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur . - p.946-955. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-7 (July 2025) . - p.946-955 Mots-clés : Intergenerational transmission  reading environment  home literacy  reading development  genetic confounding Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=562

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