Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children

Abu-Rabia, S. (2001). The role of vowels in reading semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1–2), 39–59. https://doi.org/10.1023/A:1008147606320. Adams, M. J. (1994). Beginning to read: Thinking and learning about print. MIT Press. Bandura, A. (1977). Social learning theory. Prentice Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271. Demir-Lira, Ö. E., Applebaum, L. R., Goldin-Meadow, S., & Levine, S. C. (2019). Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Science, 21(6), e12764. https://doi.org/10.1111/desc.12764. Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Paul H. Brookes Publishing Co. Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Children’s story retelling as a literacy and language enhancement strategy. CELLreviews, 5(2), 1–12. Evans, M. D., Kelley, J., Sikora, J., & Treiman, D. J. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28(2), 171–197. https://doi.org/10.1016/j.rssm.2010.01.002. Eysenck, M. W. (2004). Psychology: An international perspective. Psychology Press. Farrant, B. M., & Zubrick, S. R. (2013). Parent-child book reading across early childhood and child vocabulary in the early school years: Findings from the longitudinal study of Australian children. First Language, 33(3), 280–293. https://doi.org/10.1177/014272371348761. Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466–477. https://doi.org/10.1037/0022-0663.92.3.466. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104. Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C., & Snowling, M. J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266. Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/10.1016/S0885-2006(99)00038-1. Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press. Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902. https://doi.org/10.1126/science.1128898. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368–1378. https://doi.org/10.1111/1467-8624.00612. Hutton, J. S., Horowitz-Kraus, T., Mendelsohn, A. L., DeWitt, T., Holland, S. K., & C-MIND Authorship Consortium. (2015). Home reading environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 466–478. https://doi.org/10.1542/peds.2015-0359. Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32, 157–163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3. Jiménez, J. E., Filippini, A. L., & Gerber, M. M. (2006). Shared reading within latino families: An analysis of reading interactions and language use. Bilingual Research Journal, 30(2), 431–452. https://doi.org/10.1080/15235882.2006.10162884. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17–29. https://doi.org/10.1044/1058-0360(2002/003). Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley. Kim, J. S., & Quinn, D. M. (2013). The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: A meta-analysis of classroom and home interventions. Review of Educational Research, 83(3), 386–431. https://doi.org/10.3102/0034654313483906. Kirsch, I., & Lennon, M. (2017). PIAAC: A new design for a new era. Large-scale Assessments in Education, 5(1), 1–18. https://doi.org/10.1186/s40536-017-0044-8. Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004. Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2017). Methods and procedures in PIRLS 2016. TIMSS & PIRLS International Study Center. Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890. Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. https://doi.org/10.1080/10409280701838603. Mullis, I. V., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 international results in reading. TIMSS & PIRLS International Study Center. Muthén, L. K., & Muthén, B. O. (2022). Mplus user’s guide (8th ed.). Muthén & Muthén. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. Neuman, S. B., & Celano, D. (2012). Worlds apart: One city, two libraries, and ten years of watching inequality grow. American Educator, 36(2), 13–23. Neumann, M. M., Hood, M., Ford, R. M., & Neumann, D. L. (2013). Letter and numeral identification: Their relationship with early literacy and numeracy skills. European Early Childhood Education Research Journal, 21(4), 489–501. Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001. Niklas, F., & Schneider, W. (2015). With a little help: Improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing, 28(4), 491–508. https://doi.org/10.1007/s11145-014-9534-z. Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263–274. https://doi.org/10.1016/j.cedpsych.2017.03.006. Niklas, F., Cohrssen, C., & Tayler, C. (2020). The sooner, the better? Early literacy instruction in preschool. Journal of School Psychology, 78, 93–106. https://doi.org/10.1016/j.jsp.2019.09.005. OECD. (2010). PISA 2009 results: Executive summary. OECD Publishing. Piaget, J. (1967). Six psychological studies. Random House. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879. Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97–117. https://doi.org/10.1177/1468798409356980. Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308. https://doi.org/10.1177/0956797612466268. Saiegh-Haddad, E. (2017). Learning to read in Arabic. In L. Verhoeven, & C. Perfetti (Eds.), Reading acquisition across languages and writing systems: An international handbook (pp. 127–154). Cambridge University Press. Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x. Saiegh-Haddad, E., & Henkin-Roitfarb, R. (2014). The structure of arabic language and orthography. In E. Saiegh-Haddad, & M. Joshi (Eds.), Handbook of arabic literacy: Insights and perspectives (pp. 3–28). Springer. Saiegh-Haddad, E., Levin, I., Hende, N., & Ziv, M. (2011). The linguistic affiliation constraint and phoneme recognition in diglossic arabic. Journal of Child Language, 38(2), 297–315. https://doi.org/10.1017/S0305000910000044. Schwarz, N. (2007). Attitude construction: Evaluation in context. Social Cognition, 25(5), 638–656. https://doi.org/10.1521/soco.2007.25.5.638. Sénéchal, M. (2012). The relation of knowledge of text structure and reading: A study of French immersion students. Canadian Modern Language Review, 69(2), 249–271. https://doi.org/10.3138/cmlr.1094. Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417. Sénéchal, M., & LeFevre, J. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12188. Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27–44. https://doi.org/10.1080/10409280701838710. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson. UAE Government (2014). UAE vision 2021. Retrieved from https://www.vision2021.ae/en/uae-vision. UAE Government (2023). ‘We the UAE 2031’ vision. Retrieved from https://u.ae/en/about-the-uae/strategies-initiatives-and-awards/strategies-plans-and-visions/innovation-and-future-shaping. Van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367–382. https://doi.org/10.1111/j.1467-9817.2006.00301.x. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455–469. https://doi.org/10.1037/a0023067. Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3–4), 357–378. https://doi.org/10.1080/03004430500063747. Weigel, D. J., Martin, S. S., & Bennett, K. K. (2010). Pathways to literacy: Connections between family assets and preschool children’s emergent literacy skills. Journal of Early Childhood Research, 8(1), 5–22. https://doi.org/10.1177/1476718X09345518. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.2307/1132208. Wu, M. L. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31(2–3), 114–128. Yarosz, D. J., & Barnett, W. S. (2001). Who reads to young children? Identifying predictors of family reading activities. Reading Psychology, 22(1), 67–81. https://doi.org/10.1080/02702710151130235. Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children’s reading skills and interest. Early Education and Development, 25(6), 791–814. https://doi.org/10.1080/10409289.2014.862147. Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425–1439. https://doi.org/10.1037/a0030347.