Mind the Kids - Reading between the lines

Duration: 46 mins Publication Date: 28 May 2025 Next Review Date: 28 May 2028 DOI: 10.13056/acamh.13734

Description

This episode is called 'Reading between the lines' and is part of the "Mind the Kids" podcast series, produced by the Association for Child and Adolescent Mental Health (ACAMH). Hosted by Dr. Jane Gilmour and Prof. Umar Toseeb, with guest Dr. Germán Grande, the discussion explores how the home literacy environment shapes children’s reading development and long-term outcomes. The conversation highlights the importance of parental involvement, the interplay between genetics and environmental factors, and how early literacy experiences can influence educational success. Listeners will gain insights into the roles of family, culture, and schools in fostering reading skills, and discover practical ways to support children’s literacy from early childhood onwards. This episode is ideal for parents, educators, and anyone interested in child development, education, and mental health, offering evidence-based advice and expert perspectives on building strong foundations for children’s futures

Learning Objectives

1. The home literacy environment is crucial for children's literacy development.

2. Parental involvement in reading positively influences children's outcomes.

3. Reading skills are foundational for later educational success.

4. Parents' reading abilities can impact their children's reading outcomes.

5. The school environment is essential for fostering literacy skills.

6. Understanding the interplay of genetics and environment is key to literacy research.


Paper Link

https://doi.org/10.1111/jcpp.14107

About this Lesson

Symptoms:

none

Speakers

Jane Gilmour

Jane Gilmour

Consultant Clinical Psychologist at Great Ormond Street Hospital, and Course Director for postgraduate child development programmes at University College London

Professor Umar Toseeb

Professor Umar Toseeb

Professor | Research Centre Leader Psychology in Education Research Centre Department of Education University of York

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