Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

Bracken, Stacey Storch; Fischel, Janet E.

doi:10.1080/10409280701838835

Cited by 273 publications

(209 citation statements)

References 33 publications

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“…The “home literacy environment” usually refers to activities undertaken by family members at home that relate to literacy learning (Bracken & Fischel, 2008; Burgess, Hecht, & Lonigan, 2002; Payne, Whitehurst, & Angell, 1994; Rashid, Morris, & Sevcik, 2005) as well as the literacy resources in the home and parental attitudes toward literacy (Martini & Sénéchal, 2012; Weigel, Martin, & Bennett, 2006). It is usually measured by rating scales and can be divided into “formal” and “informal” home-based literacy interactions (Senechal & Lefevre, 2002).…”

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confidence: 99%

“…Passive influences are usually assessed by measures of parents’ literacy orientation or by the frequency of literary activities they take part in, and it is widely believed that the homes of more literate parents provide richer opportunities for literacy than those of parents with low levels of language and literacy (Phillips & Lonigan, 2005). Studies that have directly compared active and passive home literacy activities have found that the active components (i.e., parent–child interactions) are better predictors of children’s skills than the passive measures (Bracken & Fischel, 2008; Burgess et al, 2002). However, in a sample of children with reading disorders, Rashid and colleagues (2005) found the opposite pattern: Passive—but not active—home literacy experiences accounted for a significant amount of variance in children’s reading comprehension and spelling after controlling for child IQ and maternal education.…”

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confidence: 99%

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The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development

Puglisi

Hulme

Hamilton

et al. 2017

Scientific Studies of Reading

151

115

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The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.

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confidence: 99%

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confidence: 99%

The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development

Puglisi

Hulme

Hamilton

et al. 2017

Scientific Studies of Reading

151

115

View full text Add to dashboard Cite

show abstract

“…Several studies (Hood et al 2008;Sénéchal 2006) have shown that storybook reading at home during the preschool years is related to oral language development, but some studies have suggested that storybook reading alone is not enough to significantly impact emergent literacy skills (e.g. Bracken and Fischel 2008). Instead, they suggest that when parents involve their children in shared book reading interactions, they will be more likely to draw their children's attention to the print on the page.…”

Section: Shared Reading Practices Of Elsmentioning

confidence: 99%

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Trainin

Wessels

Nelson

et al. 2016

Early Childhood Educ J

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This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre-LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.

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“…Children's individual differences in language and early literacy skills at the start of school have been attributed to the quantity and quality of language interactions with their parents and exposure to print in the home environment (Bracken & Fischel, 2008;Hart & Risley, 1995). In fact, variables in the home that contribute to children's early literacy success may even outweigh those in the school setting (Al- Otaiba & Fuchs, 2006;Wigfield & Asher, 1984).…”

Section: Understanding That Kim Is Usually In a Rushmentioning

confidence: 99%