![]() A criterion for participation was that English was primarily spoken in the home. We measured reading-related knowledge in a study that recruited a sample of 70 parents from local Québec schools. These are phonological awareness (a capacity to isolate and manipulate units of sound, such as by coming up with rhymes or being able to say how many different sounds are in a word), knowledge of written syllable patterns and the ability to identify regular and irregular word spellings. Reading-related knowledge comprises at least three important skills. We have reason to believe that over time, these behaviours enhance children’s reading and spelling development. ![]() They also tend to be more encouraging by providing supportive comments and useful tips while helping their children read. Parents with higher reading-related knowledge are more likely to point out interesting patterns in oral and written language to their children. Our research examines reading-related knowledge, which is not the same thing as being a good reader. Yet not much research has focused on what exactly parents do when helping their children read. They oversee children signing their names on artwork and read storybooks with their kids. Parents are often their children’s first literacy teachers.
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