scholarly journals The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

2021 ◽  
Author(s):  
Astrid Wirth ◽  
Simone C. Ehmig ◽  
Frank Niklas
Keyword(s):  
Home Literacy Environment ◽  
Early Years ◽  
Home Literacy ◽  
Literacy Environment ◽  
Competencies Development

scholarly journals Characteristics and influence of home literacy environment in early childhood-centered literacy orientation

2016 ◽  
Vol 26 (2) ◽  
pp. 81-97 ◽  
Author(s):  
Sandra Sylvia Mascarenhas ◽  
Rajesh Moorakonda ◽  
Pratibha Agarwal ◽  
Sok Bee Lim ◽  
Sonoko Sensaki ◽  
...  
Keyword(s):  
Home Literacy Environment ◽  
Early Years ◽  
Home Literacy ◽  
Book Reading ◽  
Language And Literacy ◽  
Literacy Environment ◽  
Poor Child ◽  
Literacy Events ◽  
Child Centered ◽  
Literacy Orientation

Background: The home literacy environment (HLE) and joint parent–child book reading are key factors in children’s language and literacy acquisition. Child-centered literacy orientation (CCLO) refers to the child’s level of engagement in literacy events. Aim: To describe the HLE and identify demographic and HLE variables associated with a poor CCLO at 12 months of age. Methods: Parents of Singaporean children enrolled in the Growing Up in Singapore Towards healthy Outcomes (GUSTO; n = 1152, birth cohort 2009–2010) completed a childhood literacy questionnaire at 12 months to obtain scores on HLE (0–17) and CCLO (0–6). Logistic regression analyses were employed to identify predictors of low CCLO. Results: Parents of 525 children completed the questionnaire. Mothers were the main caregivers in half the households. Mandarin was the main language (34%). Majority of the respondents had a library card that was used less than weekly, and had fewer than 10 children’s books. 18% of parents read to the child daily, of whom one-quarter read at bedtime. Amongst half of the families who had a CCLO score of 0, two-thirds had the lowest HLE scores (0–2). Correlational analyses indicated significant association between HLE with CCLO at 12 months ( p < 0.001). Non-English speaking caregivers and mothers who had only completed primary education were at high risk of a poor 12-month CCLO. Conclusion: A literacy-rich home environment is associated with 12-month child-centered literacy orientation. Pediatricians and early years’ professionals may be able to promote benefits of literacy related activities to families at risk of poor child-centered literacy orientation.

4. Dyslexia genes and the environment—a class act?

2019 ◽  
pp. 59-77
Author(s):  
Margaret J. Snowling
Keyword(s):  
Neurodevelopmental Disorders ◽  
Early Onset ◽  
Teaching And Learning ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Gene Environment ◽  
School Teaching

‘Dyslexia genes and the environment—a class act?’ considers the biological bases of dyslexia. Is dyslexia heritable? It has been known for many years that dyslexia runs in families. Like other neurodevelopmental disorders, dyslexia has an early onset in childhood, is persistent, and is likely to be heritable. The genetics of dyslexia is a complicated issue and there is still a long way to go before we fully understand the mechanisms that are involved. The role of the environment in the genesis of dyslexia is considered and some of the factors that can potentially moderate its impact. These include: the home literacy environment, the effects of school, teaching, and learning; and gene–environment correlations.

The Role of Home-Literacy Environment in Learning to Read Chinese

2002 ◽  
pp. 207-223
Author(s):  
Shu Hua ◽  
Li Wenling ◽  
Richard Anderson ◽  
Ku Yu-Min ◽  
Yue Xuan
Keyword(s):  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
Learning To Read

scholarly journals Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills?

2020 ◽  
Vol 90 (3) ◽  
pp. 349-375
Author(s):  
Merel de Bondt ◽  
Ingrid A. Willenberg ◽  
Adriana G. Bus
Keyword(s):  
Meta Analysis ◽  
Home Literacy Environment ◽  
Early Years ◽  
Home Literacy ◽  
Effect Sizes ◽  
Literacy Environment ◽  
Children's Home ◽  
Children's Literacy ◽  
Reach Out And Read ◽  
Imagination Library

Book giveaway programs provide free books to families with infants to encourage caregivers to begin reading to their children during infancy. This meta-analysis of 44 studies retrieved from 43 articles tests the effects of three major book giveaway programs: Bookstart (n = 11), Reach Out and Read (n = 18), and Imagination Library (n = 15). Effect sizes were aggregated within two domains—home literacy environment and literacy-related behavior and skills—before being averaged across studies. The findings corroborate the assumption that book giveaway programs promote children’s home literacy environment (d = 0.31, 95% CI [0.23, 0.38], k = 30), which subsequently results in more interest in reading and children scoring higher on measures of literacy-related skills prior to and during the early years of school (d = 0.29, 95% CI [0.23, 0.35], k = 23).

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