scholarly journals Parental Perspectives on Storybook Reading in Indian Home Contexts

2021 ◽  
Author(s):  
Pooja Pandith ◽  
Sunila John ◽  
Monica L. Bellon-Harn ◽  
Vinaya Manchaiah
Keyword(s):  
Socioeconomic Status ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Storybook Reading ◽  
Reading Practices ◽  
Literacy Environment ◽  
Older Parents ◽  
Parental Perspectives ◽  
Literacy Environments ◽  
Parent Child

AbstractThe benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

scholarly journals Early Childhood Literacy Skills: The Effect of Socioeconomic Status, Home Literacy Environment, and Social Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3769-3775
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Social Skills ◽  
First Grade ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Early Childhood Literacy ◽  
Children's Literacy

Literacy is an important skill that must be developed by a child for the next level of education, so it must be expected that parents help their children to develop reading habits at an early age. A family has a responsibility to provide rich experiences inside and outside the home that are very important for the development of children's literacy. This study aims to investigate the socio-economic status, home literacy environment, and social skills in early childhood literacy skills. The method used in this study is survey. A number of 120 students from first grade elementary school were recruited as samples. Parents of these children filled out questionnaires in the column of education and income of parents. Home literacy environment consists of literacy fasilities and parents-children activities at home, while social skills are obtained by measuring the ability to improve cooperative relationships, social sensitivity, adaptability, and communication. On the other hand, children's literacy skills are directly assessed by using tests. The research data was collected through questionnaires designed in the form of Likert scale and rating scale. The data is analyzed by using path analysis. The results of the research reveal a significant correlation between the socioeconomic status, home literacy environment, and social skills in literacy. The effect of socioeconomic status, home literacy environment, and social skills give direct positive influence on early childhood literacy skills.

scholarly journals Home literacy environment mediates the relationship between socioeconomic status and white matter structure in infants

2021 ◽  
Author(s):  
Ted K Turesky ◽  
Joseph Sanfilippo ◽  
Jennifer Zuk ◽  
Banu Ahtam ◽  
Borjan Gagoski ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
White Matter ◽  
Reading Ability ◽  
Maternal Education ◽  
Brain Plasticity ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Skill ◽  
Literacy Environment ◽  
Literacy Skill Development

The home literacy environment (HLE) in infancy has been associated with subsequent pre-literacy skill development and HLE at pre-school age has been shown to correlate with white matter organization in tracts that subserve pre-reading and reading skills. Furthermore, childhood socioeconomic status (SES) has been linked with both HLE and white matter organization. It is also important to understand whether the relationships between environmental factors such as HLE and SES and white matter organization can be detected as early as infancy, as this period is characterized by rapid brain development that may make white matter pathways particularly susceptible to these early experiences. Here, we hypothesized (1) an association between HLE and white matter organization in pre-reading and reading-related tracts in infants, and (2) that this association mediates a link between SES and white matter organization. To test these hypotheses, infants (mean age: 9.2 +/- 2.5 months, N = 18) underwent diffusion-weighted imaging MRI during natural sleep. Fractional anisotropy (FA) was estimated from the left superior longitudinal fasciculus (SLF) and left arcuate fasciculus using the automated fiber-tract quantification method. HLE was measured with the Reading subscale of the StimQ and SES was measured with years of maternal education. Self-reported maternal reading ability was also quantified and applied to all statistical models to control for confounding genetic effects. The Reading subscale of the StimQ positively related to FA in left SLF and mediated the association between maternal education and FA in the left SLF. Taken together, these findings underscore the importance of considering HLE from the start of life and may inform novel prevention and intervention strategies targeted at low-SES families to support developing infants during a period of heightened brain plasticity.

Einfluss kognitiver Merkmale und häuslicher Umgebung auf die Entwicklung numerischer Kompetenzen im Vorschulalter

2014 ◽  
Vol 46 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Kirsten Schuchardt ◽  
Jeanette Piekny ◽  
Dietmar Grube ◽  
Claudia Mähler
Keyword(s):  
Home Literacy Environment ◽  
Home Literacy ◽  
Sozioökonomischer Status ◽  
Literacy Environment ◽  
Phonologische Bewusstheit

Das Ziel der längsschnittlich angelegten Studie besteht darin, frühe Einflussfaktoren auf die numerische Entwicklung im Alter von sechs Jahren ausfindig zu machen. Hierzu werden kognitive Faktoren (Intelligenz, Arbeitsgedächtnis, Abruf von Informationen aus dem Langzeitgedächtnis, phonologische Bewusstheit) sowie Merkmale der sozialen Umgebung (sozioökonomischer Status, Migrationshintergrund, Home Numeracy Environment, Home Literacy Environment, mütterliche Selbsteinschätzung in Bezug auf Mathematik) als Prädiktoren für die numerischen Kompetenzen an einer Stichprobe von 132 Fünfjährigen analysiert. Die Ergebnisse legen ein multiples Bedingungsgefüge nahe. Während die Intelligenz und die phonologische Bewusstheit keinen bedeutsamen Beitrag zur Varianzaufklärung leisteten, stellten das visuell-räumliche Arbeitsgedächtnis sowie die Abrufgeschwindigkeit aus dem Langzeitgedächtnis wichtige Einflussfaktoren der frühen numerischen Leistungen dar. Von den Merkmalen der sozialen Umwelt konnten darüber hinaus der sozioökonomische Status und die häusliche numerische Umgebung zusätzlich bis zu 12 % Varianz aufklären. Die Bedeutung der Befunde für die Diagnostik und Intervention bei Risikokindern wird diskutiert.

Home Literacy Environment Questionnaire

2005 ◽  
Author(s):  
Ljubica Marjanovič Umek ◽  
Anja Podlesek ◽  
Urška Fekonja
Keyword(s):  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment
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