Book exposure predicts letter knowledge (about 6% of variance), consistent with meta-analytic evidence that print-related skills improve even from story-content-focused reading¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Book-cover recognition explained about 6% of letter-knowledge variance, comparable to the 6.48% the authors cite from a dialogic-reading meta-analysis. → Davidse 2010

Evidence¶

Davidse 2010¶

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2010). Cognitive and environmental predictors of early literacy skills. Read Writ 24, 395–412. https://doi.org/10.1007/s11145-010-9233-3

q3 · i? · associational · r2

Discussion comparing the study's letter-knowledge finding (N = 174 regression) with the Mol et al. (2008) meta-analysis: "dialogic reading explains about 6.48% of the variance in print related skills which is comparable to our finding (6%)".

"Mol and colleagues found that dialogic reading explains about 6.48% of the variance in print related skills which is comparable to our finding (6%)."

Discussion¶

Related Claims¶

• Book-cover recognition predicts vocabulary and letter knowledge even after controlling for intelligence and cognitive control
• Cognitive control mechanisms do not moderate the beneficial effects of book exposure on early literacy outcomes
• Home literacy environment predicts early literacy outcomes, with parent print exposure predicting vocabulary and book-sharing frequency predicting letter knowledge
• Children's storybook knowledge (book-cover recognition) mediates the relationship between home literacy environment and literacy outcomes
• Joint Book Reading Predicts Literacy Success — a broader claim this one bears on
• Technology-enhanced stories show no significant additional effect on code-related literacy skills — related