scholarly journals Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

2021 ◽  
Vol 6 ◽  
Author(s):  
Jenni Salminen ◽  
Daria Khanolainen ◽  
Tuire Koponen ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen
Keyword(s):  
Learning Environment ◽  
Indirect Effects ◽  
Parental Education ◽  
Familial Risk ◽  
Literacy Skills ◽  
Number Sequence ◽  
Home Learning Environment ◽  
Home Learning ◽  
Reading And Math ◽  
Math Difficulties

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.

scholarly journals Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

2020 ◽  
Vol 11 ◽  
Author(s):  
Daria Khanolainen ◽  
Maria Psyridou ◽  
Gintautas Silinskas ◽  
Marja-Kristiina Lerkkanen ◽  
Pekka Niemi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Home Learning Environment ◽  
Home Learning ◽  
Longitudinal Effects ◽  
Reading And Math ◽  
Math Development

Quality of the home learning environment during preschool age – Domains and contextual conditions

2013 ◽  
Vol 21 (3) ◽  
pp. 420-438 ◽  
Author(s):  
Katharina Kluczniok ◽  
Simone Lehrl ◽  
Susanne Kuger ◽  
Hans-Guenther Rossbach
Keyword(s):  
Learning Environment ◽  
Preschool Age ◽  
Home Learning Environment ◽  
Home Learning

scholarly journals The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

2021 ◽  
Vol 6 ◽  
Author(s):  
Stefanie Vanbecelaere ◽  
Kanako Matsuyama ◽  
Bert Reynvoet ◽  
Fien Depaepe
Keyword(s):  
Learning Environment ◽  
Math Anxiety ◽  
First Grade ◽  
Cognitive Outcomes ◽  
Unique Contribution ◽  
Home Learning Environment ◽  
Holistic View ◽  
Reading Outcomes ◽  
Reading Anxiety ◽  
Home Learning

The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

2018 ◽  
Vol 18 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Katharina Kluczniok ◽  
Michael Mudiappa
Keyword(s):  
Risk Factors ◽  
Learning Environment ◽  
Protective Factor ◽  
Panel Study ◽  
Policy Implications ◽  
Home Learning Environment ◽  
Economic Risk ◽  
Everyday Activities ◽  
Home Learning ◽  
Language Competencies

This paper focuses on the influence of socio-economic risk factors and different aspects of the home learning environment in early childhood on children’s language competencies (vocabulary and grammar skills). The assumption is that children with more risk factors have lower competencies, but the home learning environment (measured by everyday activities at home and cultural activities) acts as a protective factor against risk. The data ( n = 2406 children) are a sample of the German National Educational Panel Study (NEPS), which collects longitudinal data on a sample of four-year-old children starting in preschool. The regression models show higher levels of vocabulary and grammar skills for children with fewer socio-economic risk factors. This influence persists even after adding both indicators of the home learning environment. However, there is an additional small effect of the home learning environment on children’s language competencies. Practical and policy implications of the study are discussed, especially against the background of the reduction of social disparities in Germany.

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