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Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1
ARTICLE

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Learning and Instruction Volume 20, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school.

Citation

Silinskas, G., Leppänen, U., Aunola, K., Parrila, R. & Nurmi, J.E. (2010). Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20(1), 61-71. Elsevier Ltd. Retrieved March 30, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.01.002

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