title: The role of parenting styles and teacher interactional styles in children's reading and spelling development.
abstract: This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders.
authors.affiliation: Center of Excellence for Learning and Motivation, Department of Psychology, University of Jyväskylä, PO Box 35, 40014 Jyväskylä, Finland. noona.h.kiuru@jyu.fi
authors.forename: Noona
authors.initials: N
authors.lastname: Kiuru
authors.forename: Kaisa
authors.initials: K
authors.lastname: Aunola
authors.forename: Minna
authors.initials: M
authors.lastname: Torppa
authors.forename: Marja-Kristiina
authors.initials: MK
authors.lastname: Lerkkanen
authors.forename: Anna-Maija
authors.initials: AM
authors.lastname: Poikkeus
authors.forename: Pekka
authors.initials: P
authors.lastname: Niemi
authors.forename: Jaana
authors.initials: J
authors.lastname: Viljaranta
authors.forename: Anna-Liisa
authors.initials: AL
authors.lastname: Lyyra
authors.forename: Esko
authors.initials: E
authors.lastname: Leskinen
authors.forename: Asko
authors.initials: A
authors.lastname: Tolvanen
authors.forename: Jari-Erik
authors.initials: JE
authors.lastname: Nurmi
mesh_terms: D002648:Child; D002657:Child Development; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology*; D010290:Parents; D011932:Reading; D012574:Schools