scholarly journals The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 102
Author(s):  
Sviatlana Karpava
Keyword(s):  
Cognitive Skills ◽  
Qualitative Methodology ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Family Type ◽  
Literacy Environment ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
The Family

Literacy is a broad term that includes reading and writing abilities, as well as cognitive skills that are socially and culturally constructed. Thus, it is essential to take the family context and home literacy environment (HLE) into consideration when discussing literacy. HLE affects reading and writing development via (in)formal literacy experiences focused on the development of oral language and code skills via exposure, child-centered and instructed activities. In this study, we investigated the effect of the family type (intermarriage/exogamous and co-ethnic/endogamous) and HLE on the development of literacy in bi-/multilingual children in Cyprus. The results of the study, which was based on qualitative methodology (questionnaires, interviews and observations), showed that there was a close relationship between the family type, family language policy (FLP), the HLE and the development of children’s language and literacy skills which, in addition, depended on their socioeconomic status (SES), the level of the parents’ education, life trajectories and experience, linguistic and cultural identities, status in the society, future plans for residency, and the education and careers of their children. Overall, Russian-speaking parents in immigrant contexts realized the importance of (early) child literacy experiences at home, as well as of multiliteracy and multimodality, and attempted to enhance these experiences both in Russian and in the majority language(s), mainly via formal, didactic activities focused on code skills.

Literacy interest, home literacy environment and emergent literacy skills in preschoolers

2018 ◽  
Vol 42 (1) ◽  
pp. 150-161 ◽  
Author(s):  
Julia M. Carroll ◽  
Andrew J. Holliman ◽  
Francesca Weir ◽  
Alison E. Baroody
Keyword(s):  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

scholarly journals Characteristics of the preschool home literacy environment which predict writing skills at school

2021 ◽  
Author(s):  
Anne-Marie Adams ◽  
Elena Soto-Calvo ◽  
Hannah N. Francis ◽  
Hannah Patel ◽  
Courtney Hartley ◽  
...  
Keyword(s):  
Writing Skills ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Home Learning Environment ◽  
Literacy Environment ◽  
Literacy Experiences ◽  
Exploratory Factor Analyses ◽  
Word Spelling ◽  
Letter Sound ◽  
Transcription Skills

AbstractAspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, Mage = 6:7, SD = 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

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.

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