[Audet, D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112–137.10.1080/10409280701839189]Open DOISearch in Google Scholar
[Baker, L., & Scher, D. (2002). Beginning reader‘s motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269.10.1080/713775283]Search in Google Scholar
[Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Tampa: University of South Florida.]Search in Google Scholar
[Bonifacci, P., Montuschi, M., Lami, L., & Snowling, M. J. (2014). Parents of children with dyslexia: Cognitive, emotional and behavioural profile. Dyslexia, 20(2), 175–190.10.1002/dys.1469]Open DOISearch in Google Scholar
[Case, L. P., Speece, D. L., Silverman, R., Ritchey, K. D., Schatschneider, C., Cooper, D. H., Montanaro, E., & Jacobs, D. (2010). Validation of a supplemental reading intervention for first-grade children. Journal of Learning Disabilities, 43(5), 402–417.10.1177/0022219409355475]Open DOISearch in Google Scholar
[Clingenpeel, B. T., & Pianta, R. C. (2007). Mothers‘ sensitivity and book-reading interactions with first-grades. Early Education and Development, 18(1), 1–22.10.1080/10409280701274345]Open DOISearch in Google Scholar
[Cunha, J., Rosário, P., Macedo, L., Nunes, A. R., Fuentes, S., Pinto, R., & Suárez, N. (2015). Parents‘ conceptions of their homework involvement in elementary school. Psicothema, 27(2), 159–165.]Search in Google Scholar
[Da Silva, E. A. (2017). Literacy as „reading the world“: The construction of a socially situated concept in a school context. Calidoscopio, 15(1), 57–70.]Search in Google Scholar
[Desforges, Ch., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment. Department for Education and Skills: Queen’s Printer.]Search in Google Scholar
[Domenech, M., & Krah, A. (2014). Which familial aspects matter? Investigating argumentative competencies by learners at the beginning of secondary schooling in the light of family-based resources. Learning, Culture and Social Interaction, 3(2), 77–87.10.1016/j.lcsi.2013.12.006]Search in Google Scholar
[Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. Journal of Educational Psychology, 106(1), 144–161.10.1037/a0034100]Search in Google Scholar
[Eurydice. (2011). Teaching reading in Europe: Concepts, policies and practices. Brussels: EACEA.]Search in Google Scholar
[Fan, Q. (2012). Parents‘perceptions and practices in homework: Implications for school-teacher-parent partnerships (Dissertation). Available at: indigo.uic.edu/handle/10027/9727]Search in Google Scholar
[Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child & Youth Care Forum, 40(2), 135–149.10.1007/s10566-010-9126-2]Open DOISearch in Google Scholar
[Gonida, E. N., & Cortina, K. S. (2014). Parental homework involvement: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376–396.10.1111/bjep.12039]Open DOISearch in Google Scholar
[Gorčíková, M., & Šafr, J. (2016). Interakce dětí s rodiči a vývoj rané čtenářské gramotnosti na počátku školní docházky. Československá psychologie, 60(1), 86–95.]Search in Google Scholar
[Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46(1), 1–20.10.1007/BF02648168]Open DOISearch in Google Scholar
[Hegedaard, M. (2014). The signifikance of demands and motives across practices in children‘s learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, 3(3), 188–194.10.1016/j.lcsi.2014.02.008]Search in Google Scholar
[Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children‘s education: Why does it make a difference? Teachers College Record, 97(2), 310–331.10.1177/016146819509700202]Search in Google Scholar
[Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.10.3102/00346543067001003]Search in Google Scholar
[Hughes, M. T., Schumm, J. S., & Vaughn, S. (1999). Home literacy activities: Perceptions and practices of hispanic parents of chldren with learning disabilities. Learning Disability Quarterly, 22(3), 224–235.10.2307/1511288]Open DOISearch in Google Scholar
[Hume, L. E., Lonigan, Ch. J., & McQueen, J. D. (2015). Children‘s literacy interest and its relations to parents‘ literacy-promoting practices. Journal of Research in Reading, 38(2), 172–193.10.1111/j.1467-9817.2012.01548.x]Search in Google Scholar
[Janotová, Z., Tauberová, D., & Potužníková, E. (2017). Mezinárodní šetření PIRLS 2016: Národní zpráva. Praha: ČŠI.]Search in Google Scholar
[Johnson, E., Bornman, J., & Alant, E. (2010). Parents‘perceptions of home reading activities: Comparing children with and without learning disability. Perspectives in Education, 28(1), 34–43.]Search in Google Scholar
[Katrňák, T. (2004). Odsouzeni k manuální práci: vzdělanostní reprodukce v dělnické rodině. Praha: Sociologické nakladatelství.]Search in Google Scholar
[Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M.-K., Poikkeus, A.-M., Niemi, P., Viljaranta, J., Lyyra, A.-L., Leskinen, E., Tolvanen, A. & Nurmi, J.-E. (2012). The role of parenting styles and teacher interactional styles in children‘s reading and spelling development. Journal of School Psychology, 50(6), 799–823.10.1016/j.jsp.2012.07.001]Open DOISearch in Google Scholar
[Klicpera, B. G., Klicpera, C., & Schabmann, A. (2001). Perceptions of the problems of poor readers and spellers by the parents – Pygmalion in the living room? Praxis der Kinderpsychologie und Kinderpsychiatrie, 50(8), 622–639.]Search in Google Scholar
[Kucharská, A., & Seidlová Málková, G. (2012). Čtenářská gramotnost – předpoklady rozvoje, počáteční gramotnost. Pedagogika, 62(1–2), 1–9.]Search in Google Scholar
[Kucharská, A., et al. (2015). Porozumění čtenému III. Praha: PdF UK.]Search in Google Scholar
[Law, J. M., Vandermosten, M., Ghesquière, P, & Wouters, J. (2017). Predicting future reading problems based on pre-reading auditory measures: A longitudinal study of children with a familial risk of dyslexia. Frontiers in Psychology, 8(Issue FEB).10.3389/fpsyg.2017.00124]Search in Google Scholar
[Leseman, P. P. M., de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294–318.10.1598/RRQ.33.3.3]Open DOISearch in Google Scholar
[Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents‘ beliefs about young children‘s literacy development and parents‘ lieracy behaviors. Reading Psychology, 27(1), 1–20.10.1080/02702710500468708]Search in Google Scholar
[Mareš, J., Průcha, J., & Walterová, E. (2003). Pedagogický slovník. Praha: Portál.]Search in Google Scholar
[Maxwell, J. A., & Mittapalli, K. (2008). Explanatory research. In L. M. Given: The SAGE encyclopedia of qualitative research methods (pp. 324–325). Thousand Oaks: SAGE Publications, Ltd.]Search in Google Scholar
[Mertin, V. (2010). Podpora a rozvoj čtenářských dovedností v předškolním věku. In V. Mertin, & I. Gillernová (Eds.), Psychologie pro učitelky mateřské školy (pp. 163–172). Praha: Portál.]Search in Google Scholar
[Najvarová, V. (2008). Čtenářská gramotnost žáků 1. stupně základní školy (Dissertation). Available at: http://is.muni.cz/th/14647/?lang=en]Search in Google Scholar
[Ndebele, M. (2015). Socio-economic factors affecting parrents‘ involvement in homework: Practices and perceptions from eight Johannesburg public primary schools. Perspectives in Education, 33(3), 72–91.]Search in Google Scholar
[Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50.10.1016/j.cedpsych.2012.10.001]Open DOISearch in Google Scholar
[Pospíšilová, R. (2011). Role rodičů v domácí přípravě do školy. Studia paedagogica, 16(2), 171–182.10.5817/SP2011-2-8]Search in Google Scholar
[Presslerová, P., & Kucharská, A. (2017). Rodičovská perspektiva variability vývoje počáteční čtenářské gramotnosti u dětí s rizikem vzniku specifických poruch učení. Gramotnost, pregramotnost a vzdělávání, 1(2), 65–77.]Search in Google Scholar
[Rabušicová, M. (2002). Gramotnost: Staré téma v novém pohledu. Brno: Masarykova univerzita & Nakladatelství Georgetown.]Search in Google Scholar
[Rabušicová, M., Šeďová, K., Trnková, K., & Čiháček, V. (2004). Škola a (versus) rodina. Brno: Masarykova univerzita.]Search in Google Scholar
[Renshaw, P. D., & Gardner, R. (1990). Process versus product task interpretation and parental teaching practice. International Journal of Behavioral Development, 13(4), 489–505.10.1177/016502549001300406]Open DOISearch in Google Scholar
[Ronková, J., & Laufková, V. (2017). Čtenářská gramotnost v pojetí projektu ELINET. Gramotnost, pregramotnost a vzdělávání, 1(1), 87–102.]Search in Google Scholar
[Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing.]Search in Google Scholar
[Sedláčková, J. (2017). Osvojování dovednosti čtení očima matek žáků 1. třídy. Studia paedagogica, 22(3), 121–148.10.5817/SP2017-3-7]Search in Google Scholar
[Sénéchal, M., & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568.10.1111/cdev.12222]Search in Google Scholar
[Siegel, L. S. (2006). Perspectives on dyslexia. Paediatrics and Child Health, 11(9). 581–587.10.1093/pch/11.9.581]Search in Google Scholar
[Silinskas, G., Kiuru, N., Tolvanen, A., Niemi, P., Lerkkanen, M.-K., & Nurmi, J.-E. (2013). Maternal teaching of reading and children‘s reading skills in Grade 1: Patterns and predictors of positive and negative associations. Learning and Individual Differences, 27, 54–66.10.1016/j.lindif.2013.06.011]Search in Google Scholar
[Silinskas, G., Leppanen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers‘ and fathers‘ teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20(1), 61–71.10.1016/j.learninstruc.2009.01.002]Open DOISearch in Google Scholar
[Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387–399.10.1177/00222194050380050201]Open DOISearch in Google Scholar
[Speece, D. L., Ritchey, K. D, Silverman, R., Schatschneider, C., Walker, C. Y, & Andrusik, K. N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, 39(2), 258–276.10.1080/02796015.2010.12087777]Search in Google Scholar
[Speece, D. L., Schatschneider, C., Silverman, R., Case, L. P., Cooper, D. H., & Jacobs, D. M. (2011). Identification of reading problems in first grade within a response-to-intervention Framework. Elementary School Journal, 111(4), 585–607.10.1086/659032]Search in Google Scholar
[Stainthorp, R., & Hughes, C. (2000). Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23(1), 41–45.10.1111/1467-9817.00101]Open DOISearch in Google Scholar
[Stebbins, R. A. (2001). Exploratory research in the social sciences. New York: SAGE Publications, Inc.10.4135/9781412984249]Search in Google Scholar
[Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of home literacy, parents‘ beliefs, and children‘s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24–50.10.1080/10888430701746864]Open DOISearch in Google Scholar
[Stuart, M., Dixon, M, Masterson, J., & Quinlan, P. (1998). Learning to read at home and at school. British Journal of Educational Psychology, 68(1), 3–14.10.1111/j.2044-8279.1998.tb01270.x]Search in Google Scholar
[Šauerová, M. (2012). Vliv vývoje sociálních interakcí dětí mladšího školního věku na možnosti podpory čtenářské gramotnosti v rodinné edukaci. Pedagogika, 62(1–2), 126–136.]Search in Google Scholar
[Švaříček, R., & Šeďová, K., et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.]Search in Google Scholar
[Švrčková, M., & Šimik, O. (2012). Kvalita počáteční čtenářské gramotnosti žáků 2. ročníku ZŠ. Pedagogika, 62(1–2), 53–64.]Search in Google Scholar
[Trávníček, J. (2007). Čteme?: Obyvatelé České republiky a jejich vztah ke knize. Brno: Host.]Search in Google Scholar
[Van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children›s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367–382.10.1111/j.1467-9817.2006.00301.x]Open DOISearch in Google Scholar
[Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychilogy and Psychiatry and Allied Disciplines, 45(1), 2–40.10.1046/j.0021-9630.2003.00305.x]Search in Google Scholar
[Výzkumný ústav pedagogický v Praze. (2011a). Čtenářská gramotnost ve výuce: Metodická příručka. Praha.]Search in Google Scholar
[Výzkumný ústav pedagogický v Praze. (2011b). Gramotnosti ve vzdělávání: Soubor studií. Praha.]Search in Google Scholar
[Walker, J. M., Wilkins, A. S., Dallaire, J., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental engagement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104.10.1086/499193]Search in Google Scholar
[Wildová, R. (2012a). Čtenářská gramotnost v evropském kontextu. Pedagogika, 57(1-2), 45–52.]Search in Google Scholar
[Wildová, R. (2012b). Rozvoj pregramotnosti a počáteční čtenářské gramotnosti v kurikulu evropských zemí. Pedagogika, 62(1–2), 10–21.]Search in Google Scholar
[Wildová, R., Kropáčková, J., & Kucharská, A. (2014). Pojetí a rozvoj čtenářské pregramotnosti v předškolním období. Pedagogická orientace, 24(4), 488–509.10.5817/PedOr2014-4-488]Search in Google Scholar
[Wu, Ch.-Ch., & Honig, A. S. (2010). Taiwanese mothers‘ beliefs about reading aloud with preschoolers: Findings from the parent reading belief inventory. Early Child Development and Care, 180(5), 647–669.10.1080/03004430802221449]Search in Google Scholar
[Yeo, L. S., Ong, W. W., & Ng, Ch. M. (2014). The home literacy and preschool children‘s reading skills and interest. Early Education and Development, 25(6), 791–814.10.1080/10409289.2014.862147]Open DOISearch in Google Scholar
[Yotyodying, S., & Wild, E. (2014). Antecedents od different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand. Learning, Culture and Social Interaction, 3(2), 98–110.10.1016/j.lcsi.2014.02.002]Search in Google Scholar
[Yubero Jimenéz, S., & Larrañaga Rubio, E. (2010). The value of reading in relation to reading behavior. A study on reading habits and lifestyles in children. OCNOS, (10), 7–20.]Search in Google Scholar