Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness

2003 ◽  
Vol 24 (1) ◽  
pp. 59-88 ◽  
Author(s):  
JUDITH G. FOY ◽  
VIRGINIA MANN
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Home Literacy Environment ◽  
Vocabulary Knowledge ◽  
Home Literacy ◽  
Phoneme Awareness ◽  
Letter Knowledge ◽  
Literacy Environment ◽  
Phonological Representations ◽  
Active Involvement

The literature to date suggests that the best predictor of early reading ability, phonological awareness, appears to be associated with the acquisition of letter-sound and vocabulary knowledge and with the development of well-defined phonological representations. It further suggests that at least some aspects of phonological awareness critically depend upon literacy exposure. In this study of 4- to 6-year-olds, we examine whether aspects of the home literacy environment are differentially associated with phonological awareness. Parental responses to a questionnaire about the home literacy environment are compared to children's awareness of rhyme and phonemes, as well as to their vocabulary, letter knowledge, and performance on measures of phonological strength (nonword repetition, rapid naming skill, phonological distinctness, and auditory discrimination). The results showed that a teaching focus in the home literacy environment and exposure to reading-related media are directly associated with phoneme awareness and indirectly associated via letter knowledge and vocabulary. Exposure to reading-related media and parents' active involvement in children's literature were also directly and indirectly linked with rhyme awareness skills via their association with letter and vocabulary knowledge.

Does strength of phonological representations predict phonological awareness in preschool children?

2001 ◽  
Vol 22 (3) ◽  
pp. 301-325 ◽  
Author(s):  
JUDITH G. FOY ◽  
VIRGINIA MANN
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Spoken Language ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Word Knowledge ◽  
Letter Knowledge ◽  
Phonological Representations ◽  
Rhyme Awareness

Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to formal reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.

scholarly journals White matter in infancy is prospectively associated with language outcome in kindergarten

2019 ◽  
Author(s):  
Jennifer Zuk ◽  
Xi Yu ◽  
Joseph Sanfilippo ◽  
Michael Joseph Figuccio ◽  
Jade Dunstan ◽  
...  
Keyword(s):  
White Matter ◽  
Phonological Awareness ◽  
Home Literacy Environment ◽  
Vocabulary Knowledge ◽  
After School ◽  
Neural Basis ◽  
Language Abilities ◽  
Literacy Environment ◽  
Language Outcome

AbstractLanguage acquisition is of central importance to a child’s development. Although the trajectory of acquisition is shaped by input and experience postnatally, the neural basis for language emerges prenatally. Thus a fundamental question remains unexamined: to what extent may the structural foundations for language established in infancy predict long-term language abilities? In this longitudinal neuroimaging investigation of children from infancy to kindergarten, we find that white matter organization in infancy is prospectively associated with subsequent language abilities, specifically between: (i) the left arcuate fasciculus in infancy and subsequent phonological awareness and vocabulary knowledge, and (ii) the left corticospinal tract in infancy and phonological awareness and phonological memory in kindergarten. Results are independent of age and home literacy environment. These findings directly link white matter organization in infancy with language abilities after school entry, and suggest that structural organization in infancy sets an important foundation for subsequent language development.

scholarly journals The Association between Home Environment and Quality of Life in Children and Adolescents in Hangzhou City, China

2021 ◽  
Author(s):  
Xianhong Huang ◽  
Le Hua ◽  
Xueyang Zhou ◽  
Hao Zhang ◽  
Meng Zhang ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Children And Adolescents ◽  
Home Environment ◽  
Household Income ◽  
Reading Ability ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Grade 3

AbstractTo investigate the influence of the home environment, defined as family socioeconomic status (SES) (parent education level, household income), student resource-mediated SES (access to nutritional resources and cognitively stimulating experiences), reading ability, and difficulty with homework on quality of life in children and adolescents residing in urban and suburban areas in Hangzhou City, Zhejiang Province, China. This study included 3200 Grade 3–6 students from 8 elementary schools in Hangzhou City. Assessments included questionnaires that evaluated student quality of life, family SES, resource-mediated SES (dietary behavior and the home literacy environment), reading ability, and difficulty with homework. The effects of the home environment on student quality of life were analyzed by univariate analysis, multiple linear regression analysis, and structural equation modeling. Overall, 80.6% of students had a medium or better quality of life. Young age (Grade 3 or 4), female sex, household income of 10000–15000 RMB, high breakfast consumption, daily intake of fruit, a balanced diet, and good reading habits were positively correlated with student quality of life (P < 0.05), while overuse of electronic devices was negatively correlated with quality of life (P < 0.05). Dietary behaviors, home literacy environment, and student reading ability and difficulty with homework directly affected quality of life. Family SES indirectly affected student quality of life. Children and adolescents in China should have access to good nutrition and cognitively stimulating experiences to enhance their well-being and provide them with social and academic advantages.

Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness

2017 ◽  
Vol 37 (5) ◽  
pp. 433-452 ◽  
Author(s):  
Frank Niklas ◽  
Wolfgang Schneider
Keyword(s):  
Phonological Awareness ◽  
Intervention Group ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Dialogic Reading ◽  
Literacy Environment ◽  
Intensive Intervention ◽  
German Children ◽  
Reading Session ◽  
Intervention Procedure

Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. Parents were offered to participate in one evening meeting and in an individual dialogic reading session. HLE and children’s linguistic competencies were assessed before and twice after the intervention. Families in the complete intervention group did not differ from other families in any of the study variables at the beginning of the study. However, they significantly improved their HLE, and children in these families showed greater development in phonological awareness when compared with the other families. Results indicate that less intensive interventions can have long-lasting effects on HLE and children’s development.

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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