Mota, M. M. P. E., Baptista, R. M., & Amaral, N. S. (2014). Social Interaction and Reading: The Role of the Family in the Development of Written Language. In A. Roazzi, M. J. Santos, & F. V. Paula (Org.). Reading and Writing Acquisition—Theory and Practice (pp. 109-125). Curitiba: Jurua.

has been cited by the following article:

• TITLE: Perceived Home Literacy and Reading Performance among Adolescent Brazilian Students

  AUTHORS: Marco Aurélio da Silva Baltar, Márcia Maria Peruzzi Elia da Mota

  KEYWORDS: Reading, Home Literacy, Word Recognition, Reading Enjoyment

  JOURNAL NAME: Creative Education, Vol.7 No.18, December 26, 2016

  ABSTRACT: Although there has been a large amount of research on reading performance among Brazilian children, very little has been done on both home and school experiences and their influence on children’s literacy and language skills and research has focused on children rather than on adolescent samples. The main question we ask on this study is whether perceived early print experience by adolescents and reading enjoyment relates to students reading performance in present day. Thirty-one adolescents participated in this research. They were enrolled in middle school and were from less affluent areas of the State of Rio de Janeiro. They answered a questionnaire about their perceived home literacy experiences in early age, a reading enjoyment scale and three reading measure tests. The results of the correlations carried out in the data showed that teenagers with higher home literacy scores made fewer errors in reading single words.