My Brother's Teacher? Siblings and Literacy Development in the Home

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dc.contributor.authorSokal, Laura
dc.contributor.authorPiotrowski, Caroline
dc.date.accessioned2015-05-14T16:55:01Z
dc.date.available2015-05-14T16:55:01Z
dc.date.issued2011-2-27
dc.date.updated2015-03-29T13:37:47Z
dc.description.abstractFrequency of sibling literacy interactions were examined in 134 families with at least two children, where at least one of the children attended school in grade one to grade four. Parents in the majority of families reported that their children read together on a regular basis without a parent present. This held across various demographic constellations including gender of the older child. However, children from families with three or more children were less likely to read with their siblings. Implications for parents and teachers are discussed.
dc.description.versionPeer Reviewed
dc.identifier.citationLaura Sokal and Caroline Piotrowski, “My Brother's Teacher? Siblings and Literacy Development in the Home,” Education Research International, vol. 2011, Article ID 253896, 6 pages, 2011. doi:10.1155/2011/253896
dc.identifier.urihttp://dx.doi.org/10.1155/2011/253896
dc.identifier.urihttp://hdl.handle.net/1993/30519
dc.language.rfc3066en
dc.rightsopen accessen_US
dc.rights.holderCopyright © 2011 Laura Sokal and Caroline Piotrowski. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.titleMy Brother's Teacher? Siblings and Literacy Development in the Home
dc.typeJournal Article
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