1. Objectifs

Intentions :
«The overarching goal of this research was to further elucidate the associations between parental RRK [reading-related knowledge], writing feedback, and children’s writing skills.» (p. 81)

Questions/Hypothèses :
«Two main research questions guided the present investigations: [First,] is parental RRK positively associated with constructive and developmentally appropriate literacy feedback practices in reading and writing contexts?; and [second,] considering the paucity of research investigating RRK in writing contexts, is parental RRK significantly associated with children’s writing skills?» (p. 12)

2. Méthode

Échantillon/Matériau :
«Seventy-five parents completed a series of activities, which included providing demographic information, completing RRK tasks, and responding to a writing sample (Study 2). Seventy parents from the original sample also agreed, a priori, to work with their children on joint reading (Study 1) and joint writing activities (Study 3). Parents of children attending Kindergarten and Grade 1 were recruited […].» (p. 13)

Instruments :
- Questionnaires
- Grille d’observation

Type de traitement des données :
Analyse statistique

3. Résumé

«Overall, this corpus of research allows for an understanding of the relations between parental RRK and practice across three different contexts; the data indicate similarities in evaluative feedback and differences in miscue feedback across the three studies. Specifically, in Study 1, RRK was positively associated with praise and letter-sound (graphophonemic) feedback parents provided when listening to their children read. In Study 2, parental RRK was positively associated with the amounts of praise and modeling they provided on a writing sample. In Study 3, parental RRK was positively associated with the amount of praise parents provided their children in the course of writing a thank you note together; RRK was additionally negatively associated with dictation.» (p. iv) «In sum, the links we found between parental RRK and practice are quite reassuring as parent-child writing exchanges occur quite often in the home […] and tapping into this domain-specific knowledge tends to allow for a more positive and sensitive home literacy environment. Parents in general displayed some productive writing practices, including adjusting the frequency and content of phonics instruction according to children’s spelling skills […].Thus, taken together, parents present with a solid base for literacy coaching […] and RRK appears to improve the coaching experiences even more.» (p. 84-85)