EDU-8060 V2

Bağcı, H. (2022). The effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes towards reading. International Electronic Journal of Elementary Education, 15(1), 81–97. https://doi.org/10.26822/iejee.2022.260

Bonanati, S., & Rubach, C. (2022). Reciprocal relationship between parents’ school- and home-based involvement and children’s reading achievement during the first year of elementary school. Societies, 12(2), Article 63. https://doi.org/10.3390/soc12020063

Talimodao, A. J. G., & Pura, L. C. (2023). Home involvement and reading achievement on Drop Everything and Read (DEAR) at-home activities of selected students in a technical-vocational school. International Journal of Educational Management and Development Studies, 4(1), 71–89. https://doi.org/10.59588/2961-3094.1046

Timperley, S., Schaughency, E. A., Riordan, J., Carroll, J., Das, S. A., & Reese, E. (2022). Tender shoots: Effects of a preschool shared book reading preventive intervention on parent–child reading and parents’ involvement in the first year of school. School Mental Health, 14(2), 238–253. https://doi.org/10.1007/s12310-022-09505-6