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

Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno

doi:10.1111/cdev.13589

Cited by 37 publications

(33 citation statements)

References 75 publications

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“…Previous studies have found the relationship between HLE and reading development ( Levy et al, 2006 ; Inoue et al, 2018 ; Georgiou et al, 2021 ). The present study found the association between HLE and writing narratives, which verify the tight relationship between reading and writing and extend the home literacy model to the writing composition process.…”

Section: Discussionmentioning

confidence: 94%

“…As children enter primary school, they gradually acquire the independent reading skill, the frequency of sharedbook reading or literacy games may decrease compared with preschool children (Sénéchal and LeFevre, 2014;Inoue et al, 2018). Indeed, researchers did not find any correlation between shared book reading and primary school children's reading from Grade 1 to Grade 4 (Georgiou et al, 2021). In a recent study, researchers found that the visit of various educational locations (e.g., science center, library, bookstore, art gallery, aquarium, museum, and tourist attraction) was correlated with primary school children's reading performance (Coley et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The influence of the literacy environment on children’s writing development in Chinese

Yi²,

Wu³

et al. 2022

Front. Psychol.

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The present study investigated the influence of literacy environment on the performance of writing narratives for primary school students. Two hundred and fifty Chinese children participated in this study. There were 146 third graders (71 boys and 75 girls) and 104 fifth graders (53 boys and 51 girls). Results showed that children’s writing abilities differed at the word level and sentence level between third grade and fifth grade. Formal literacy experience (parent teaching of characters) predicted the writing performance of third graders, while informal literacy experience (the visiting frequency of various places) predicted the writing performance of fifth graders. After controlling the effect of reading efficiency on the writing skills, the prediction of formal and informal literacy experiences on the writing performance remained. The results suggest the importance of formal and informal literacy experiences on the writing development of primary school students.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

The influence of the literacy environment on children’s writing development in Chinese

Yi²,

Wu³

et al. 2022

Front. Psychol.

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“…It is recommended that parents of ethnic minorities should help their children be exposed to Chinese and overcome language barriers as early as possible. A good home literacy environment can increase children’ interest in reading and improve children’ reading skills ( 47 ). Based on our results, early literacy and reading more books can help to reduce the risk of RDs for both Han children and minority children.…”

Section: Discussionmentioning

confidence: 99%

The Prevalence and Associated Risk Factors of Children With Reading Disabilities in a Multiethnic City: A Cross-Sectional Study

et al. 2022

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Numerous studies have been conducted to explore the risk factors for reading disabilities (RDs) among children. Based on these studies, factors such as gender, socioeconomic status, and the home literacy environment have been widely found to be associated with children who have RDs. However, children from a multiethnic city are seldom investigated. This study aimed to explore the prevalence of RDs and the potential environmental risk factors in Shihezi, Xinjiang, where people of multiple ethnicities, including Han and ethnic minority children, live and study together. A cross-sectional study was conducted in the city of Shihezi. A two-stage sampling strategy was applied to randomly select six primary schools in the city. In total, 6,539 students in grades two to six participated in this study. There were 6,065 valid questionnaires obtained for further analyses. We used the Dyslexia Checklist for Chinese Children and the Pupil Rating Scale to screen for the children with RDs. The χ2 test and multivariate logistic regression were employed to reveal the potential risk factors of RDs. The prevalence of children with RDs was 3.38% in Shihezi City and was significantly different between Han (3.28%) and Uighur (7.42%) children (P < 0.05). There was no significant difference in the prevalence of RDs between Han and Hui children. Among these children with RDs, the gender ratio of boys to girls was nearly 2:1. Multiple logistic regression analysis showed that gender (P < 0.01), learning habits (P < 0.01), and the home literacy environment (P < 0.01) were associated with RD. The results may be useful in the early identification and intervention of children with RDs, especially among ethnic minorities.

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“…More recently, researchers have argued that the HLE model needs to expand to also include "access to literacy resources" (ALR; most often operationalized with the number of children's books at home) and children's interest in reading (see Georgiou et al, 2021;van Bergen et al, 2016;Vasilyeva et al, 2018;Wang & Liu, 2021;Zhang et al, 2020 see also Martini & Sénéchal, 2012). It is important to have age-appropri-ate literacy materials at home as they are significant tools for facilitating children's engagement in literacy activities and parent-child interactions.…”

Section: Home Literacy Environment and Children's Reading Performancementioning

confidence: 99%

Home and school interventions aided at-risk students’ literacy during Covid-19: a longitudinal analysis

et al. 2022

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We examined whether different parent-and teacher-related factors had an effect on at-risk children's reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M age = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the pandemic.

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

Cited by 37 publications

References 75 publications

The influence of the literacy environment on children’s writing development in Chinese

The influence of the literacy environment on children’s writing development in Chinese

The Prevalence and Associated Risk Factors of Children With Reading Disabilities in a Multiethnic City: A Cross-Sectional Study

Home and school interventions aided at-risk students’ literacy during Covid-19: a longitudinal analysis

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