ArticleFrontiers in psychology2023
Active Home Literacy Environment: parents' and teachers' expectations of its influence on affective relationships at home, reading performance, and reading motivation in children aged 6 to 8 years.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
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
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Parental emotional expression and children's oral narrative ability: a systematic review.Frontiers in psychology · 2025Pooled it
- Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Studies highlight the benefits of active Home Literacy Environment on learning and reading habits. This model is based on harnessing family involvement, resources and capabilities to create learning opportunities around reading, engaging in practices related to written language at home. However, it is less common to find applied research with children from the age of six, with older ages and already initiated in reading decoding. The aims are confirming and improving the expectations of families and teachers of a group of children (6-8 years old) regarding the effect of an active Home Literacy Environment program on the improvement of affective relationships between parents and children, reading performance, and children's reading motivation. The method and procedure followed included carrying out an active Home Literacy Environment program for 18 months with a group of children (aged 6 to 8 years), their families and their teachers, and measures of all variables were collected at four times, using an
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