ArticleFrontiers in psychology2020
Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment.Frontiers in psychology · 2024Article
- The relation between home numeracy practices and a variety of math skills in elementary school children.PloS one · 2021Article
- Home Literacy Activities and Children's Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We investigated the longitudinal links between parental teaching of reading and spelling and children's word reading and spelling skills. Data of 244 Lithuanian parent-child dyads were analyzed, who were followed across three time points: end of kindergarten (T1;
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.