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.

scholarly journals Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

2019 ◽  
Vol 7 (3) ◽  
pp. 86 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Theory Of Mind ◽  
Social Relations ◽  
Maternal Education ◽  
Preschool Education ◽  
Mental States ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Technology Usage ◽  
Literacy Environment

Theory of mind (ToM) skills involve young children’s mentalizing ability to be aware of their own selves and other individuals’ thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children’s ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children’s preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children’s ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children’s ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers’ ToM scores.

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.

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.

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 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.

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