Early home learning environment predicts children’s 5th grade academic skills

Tamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen; Vallotton, Claire D.

doi:10.1080/10888691.2017.1345634

Cited by 89 publications

(73 citation statements)

References 79 publications

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“…The promotion of family literacy programmes oriented to preschool children should boost not only emergent literacy skills but also the social value of literacy from a sociocultural perspective. We believe that regional and government educational administrations should lead these actions, which should not overlook the crucial role of families in children's literacy development prior to attending school (Tamis‐LeMonda et al, ). To assist in the effectiveness of such programmes, issues such as instructors' professionalism, skills and time available for parents or the tracking of further application of that interaction at home, among others (van Steensel, McElvany, Kurvers, & Herppich, ), should be attended to.…”

Section: Discussionmentioning

confidence: 99%

“…As described in the home literacy model, both formal and informal interactions at home, most of which find their place within the broad concept of the literacy interface, contribute to the development of skills influencing vocabulary acquisition and later reading comprehension (Sénéchal & LeFevre, 2014). Furthermore, the effects of these interactions in early childhood persist in the school years (Inoue, Georgiou, Parrila, & Kirby, 2018;Sénéchal, 2006;Tamis-LeMonda et al, 2019). We suggest that this predictive capacity is verified along with other variables from the limiting environment, such as the families' socioeconomic status, which has been described by Sénéchal (2006) as a moderator of the impact of the literacy experiences at home.…”

Section: Discussionmentioning

confidence: 99%

“…Although the home literacy environment is commonly associated with samples of primary age and preschool children, recent longitudinal research has argued that the home literacy environment in preschool children is stable 10 years later (Tamis‐LeMonda et al, ) and that early literacy interactions are transmitted to later schooling indirectly through kindergarten experiences (Sénéchal, ). Tamis‐LeMonda et al () have described two ways in which early learning experiences persist: the cascade model and the stability of learning environments. For both, there is a clear connection between early childhood literacy and later academic achievements (Tamis‐LeMonda et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…Tamis‐LeMonda et al () have described two ways in which early learning experiences persist: the cascade model and the stability of learning environments. For both, there is a clear connection between early childhood literacy and later academic achievements (Tamis‐LeMonda et al, ). The PIRLS database provides scores on a scale (ASBHELA variable) and a derived categorical variable (ASDHELA), for which three levels were established, matching the answer modalities used for the nine items.…”

Section: Methodsmentioning

confidence: 99%

“…Another controversial aspect of the home literacy environment is its frequent association with early childhood, prior to any formal schooling. Disparities between diverse educational systems and models in different countries or linguistic groups have forced researchers to reconsider the home literacy environment's effects on literacy development in older children (Sénéchal, 2006;Tamis-LeMonda, Luo, McFadden, Bandel, & Vallotton, 2019). The disparity of educational systems worldwide has motivated research on so far overlooked aspects of the home literacy environment, such as the children's interest in literacy (Carroll, Holliman, Weir, & Baroody, 2019).…”

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

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Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old. Results The analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home. Conclusions Our research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective. Highlights What is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for t...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

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Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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Contributions of mothers' and fathers' shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families

Chen,

Cabrera,

Sudduth

et al. 2024

Infant and Child Development

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Using a sample of 286 mothers and fathers from ethnically and socioeconomically diverse backgrounds, we tested the associations between the frequency and quality of parents' shared book reading (SBR) with infants aged 9 months, and language skills of infants aged 18 months, and whether infants' attention during SBR at 9 months mediated these associations. Frequency of SBR was parent‐report and quality of SBR (i.e., number of reading strategies) and infants' attention were coded from recorded SBR interactions at home. The majority of mothers and fathers reported reading to their 9‐month‐olds at least weekly, and mothers reported reading, on average, significantly more often than fathers. There was large variability in parents' SBR quality ranging from 0 to 15 strategies per minute, with labelling being the most common. Path analysis showed that mothers' SBR frequency at 9 months was significantly associated with infants' receptive and expressive language skills at 18 months, whereas, SBR quality by either parent was not significant. Infants' attention did not mediate these associations. These findings suggest that early SBR is beneficial for language development and programmes targeting early language development should encourage both mothers and fathers to read often to their infants during the first year.

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Self‐guided behavioral skills training: A public health approach to promoting nurturing care environments

Shea

Sellers

Smith

et al. 2020

J of App Behav Analysis

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The World Health Organization identified the promotion of "Nurturing Care Environments" as a global health priority. Responsive caregiving, 1 of 5 domains describing nurturing care, is critical for healthy child development. Relatively little research has evaluated population-level interventions aimed to increase responsive caregiving during the first 1,000 days of an infant's life. In this pilot study, we evaluated an intervention designed for population-level dissemination that targeted responsive caregiving. The self-guided behavioral skills training aimed to teach mothers to imitate infant vocalizations. The intervention was delivered within an on-line asynchronous training. All 3 mothers increased vocal imitative behavior following training without receiving coaching or behavior-specific feedback from an implementer. The results offer a preliminary proof of concept with implications for population-level intervention design and evaluation.

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Early home learning environment predicts children’s 5th grade academic skills

Cited by 89 publications

References 79 publications

Home literacy environment and reading comprehension in Spanish primary education

Home literacy environment and reading comprehension in Spanish primary education

Contributions of mothers' and fathers' shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families

Self‐guided behavioral skills training: A public health approach to promoting nurturing care environments

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