Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3‐Year Longitudinal Study

2021 ◽  
Author(s):  
George K. Georgiou ◽  
Tomohiro Inoue ◽  
Rauno Parrila
Keyword(s):  
Longitudinal Study ◽  
Reading Skills ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Reading Interest

The Home Literacy Environment and Preschool Children's Reading Skills and Interest

2014 ◽  
Vol 25 (6) ◽  
pp. 791-814 ◽  
Author(s):  
Lay See Yeo ◽  
Winston W. Ong ◽  
Charis M. Ng
Keyword(s):  
Reading Skills ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders

Parenting ◽  
2018 ◽  
Vol 18 (4) ◽  
pp. 243-261 ◽  
Author(s):  
Inouk E. Boerma ◽  
Suzanne E. Mol ◽  
Jelle Jolles
Keyword(s):  
Sixth Graders ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Reading Interest

How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

2019 ◽  
Vol 33 (7) ◽  
pp. 1745-1767 ◽  
Author(s):  
Su-Zhen Zhang ◽  
Tomohiro Inoue ◽  
Hua Shu ◽  
George K. Georgiou
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Environment Influence

scholarly journals Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal

2016 ◽  
Vol 52 (2) ◽  
pp. 147-160 ◽  
Author(s):  
Elsje van Bergen ◽  
Titia van Zuijen ◽  
Dorothy Bishop ◽  
Peter F. de Jong
Keyword(s):  
Reading Skills ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Children's Reading ◽  
Children’S Reading

Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study

2002 ◽  
Vol 37 (4) ◽  
pp. 408-426 ◽  
Author(s):  
Stephen R. Burgess ◽  
Steven A. Hecht ◽  
Christopher J. Lonigan
Keyword(s):  
Longitudinal Study ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
One Year

‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors

2016 ◽  
Vol 18 (3) ◽  
pp. 338-372 ◽  
Author(s):  
Brook E Sawyer ◽  
Lauren M Cycyk ◽  
Lia E Sandilos ◽  
Carol S Hammer
Keyword(s):  
African American ◽  
Early Literacy ◽  
Puerto Rican ◽  
Low Income ◽  
The United States ◽  
Home Literacy Environment ◽  
Influential Factors ◽  
Home Literacy ◽  
Literacy Environment ◽  
Reading Interest

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children’s development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents’ reading interest/ability, child’s reading interest, parents’ commitment to child’s success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.

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.

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