Home literacy environment mediated socioeconomic status’ impact on handwriting skill of children with intellectual disabilities-Reference-Cited by-同舟云学术

Home literacy environment mediated socioeconomic status’ impact on handwriting skill of children with intellectual disabilities

Published:2024-09-12 Issue: Volume: Page:1-12
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Wang Qianqian¹^ORCID,Ma Minjie²^ORCID,Zhao Ke²,He Huizhong³,Wang Tingzhao²^ORCID

Affiliation:

1. Department of Curriculum and Teaching, School of Education, Joint Education Institute of Zhejiang Normal University and University of Kansas, Zhejiang Normal University, Jinhua, China

2. Department of Special Education, School of Education, Shaanxi Normal University, Xi’an, China

3. Department of Special Education, School of Education, Beijing Normal University, Beijing, China

Funder

Shaanxi Social Science Fund

National Social Science Fund of China

Education Sciences Fund of Zhejiang in China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2024.2401683

Reference48 articles.

1. Characteristics of the preschool home literacy environment which predict writing skills at school

2. Early literacy among Arabic-speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing

3. Developmental trajectories of children with Down syndrome by socio-economic status: the case of Latin America

4. An Interactionist Perspective on the Socioeconomic Context of Human Development

5. Parents’ attitudes toward mathematics and Home Numeracy Experiences Questionnaire: evidence for factor structure, reliability, construct validity and measurement invariance in a sample of preschoolers with mild intellectual disabilities