scholarly journals The COVID-19 Home Environment Literacy Practices (COVID19-HELP) Questionnaire

2020 ◽  
Author(s):  
Carolyn J King ◽  
Ally Lee ◽  
Jennifer Zuk ◽  
Nivedita Ravi ◽  
Nadine Gaab
Keyword(s):  
Home Environment ◽  
Literacy Practices ◽  
Geographic Location ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Literacy Environment ◽  
School Closures ◽  
School Work ◽  
Novel Coronavirus ◽  
The Impact

The COVID-19 Home Environment Literacy Practices (COVID19-HELP) Questionnaire was designed to examine the impact of the novel coronavirus (COVID-19; also called SARS-CoV-2) pandemic restrictions and school closures on home literacy environment and other enrichment practices such as remote school work, educational activities and musical exposure in the home. Caregivers with children between ages 0-11 are asked questions regarding their home literacy environment and practices with their children as well as other enrichments related to literacy, before and since COVID-19 affected their community. Respondents also indicate how their job and home situations have changed since the COVID-19 pandemic. Additionally, the questionnaire captures relevant demographic information, including family history of reading difficulties, socioeconomic status, race, and geographic location. To request access to our data dictionary, please visit http://gaablab.com/contact.

scholarly journals Development of narrative macrostructure in monolingual preschoolers in Germany and impact of socio-economic status and home literacy environment

2019 ◽  
Vol 62 ◽  
pp. 52-75
Author(s):  
Carina Marie Wehmeier
Keyword(s):  
Economic Status ◽  
Educational Background ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Story Comprehension ◽  
Literacy Environment ◽  
Story Structure ◽  
Socio Economic Status ◽  
Comprehension Skills ◽  
The Impact

The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.  

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.

scholarly journals Porous boundaries: Reconceptualising the home literacy environment as a digitally networked space for 0–3 year olds

2020 ◽  
Vol 20 (3) ◽  
pp. 447-471
Author(s):  
Rosie Flewitt ◽  
Alison Clark
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Digital Networks ◽  
Literacy Environment ◽  
Industrial Countries ◽  
Formed Part ◽  
Porous Boundaries

Most children growing up in contemporary homes in post-industrial countries use digital media as part of everyday literacy activities, such as to connect with distant family and friends, watch their favourite programmes, play games and find information. However, conceptualizations of the Home Literacy Environment (HLE) have not yet adapted to the implications of these comparatively new practices for young children’s knowledge about literacy or the ways in which they negotiate affectively intense relationships in digital networks. Furthermore, the digital activity of very young children aged 0-3 years and the diversity of print and digital technologies they use remain under-researched. Reporting on detailed case studies of a two-year-old boy and a one-year-old girl in England, which formed part of an EU-wide qualitative study of 0-3-year-olds’ digital literacy practices at home, we problematise the relevance of conventional definitions of the HLE for contemporary homes. Building on nascent research in this field, we argue for the need to reconceptualise the HLE as a digitally networked space, with porous boundaries that enable the very youngest children to negotiate affectively intense relationships and express meaning across diverse modes and media as they connect with distant others in a digitally mediated world.

scholarly journals The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

2016 ◽  
Vol 59 (5) ◽  
pp. 1159-1171 ◽  
Author(s):  
Dana Bitetti ◽  
Carol Scheffner Hammer
Keyword(s):  
Low Income ◽  
Positive Impact ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Bilingual Children ◽  
Narrative Development ◽  
Literacy Environment ◽  
English Bilingual ◽  
The Impact

Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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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