Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

Bonifacci, Paola; Compiani, Diego; Affranti, Alexandra; Peri, Benedetta

doi:10.3389/fpsyg.2021.662265

Cited by 12 publications

(17 citation statements)

References 111 publications

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“…However, it has to be underlined that there was a significant interaction time*group in nonword reading speed, where low-SES monolinguals started from a lower level of performance and showed a considerable increase compared to the other group. For this group, we might speculate that the Low-SES condition might have impacted a poorer home literacy environment, which is connected to early linguistic and literacy skills [5].…”

Section: Discussionmentioning

confidence: 99%

“…However, parents' level of instruction and profession may mediate access to different living conditions, as well as different exposures to verbal exchanges and involvement in dialogues and reading experiences. Previous evidence found that, in the Italian context, SES was related to early literacy skills in monolingual populations, and it was mediated by home literacy and numeracy activities [5]. Therefore, the differential influence of sequential bilingualism and SES on literacy development needs to be better investigated.…”

Section: Introductionmentioning

confidence: 97%

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Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study

et al. 2022

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Bilingualism and socio-economic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy development of language minority bilingual children (LMBC) and monolingual peers with different SES. A group of LMBC with low-SES (n = 18) and monolingual peers with low (n = 18) or high (n = 14) SES were followed from 2nd to 5th grade through a set of tasks assessing decoding (words, nonwords, passage), reading, and listening comprehension, and spelling skills. The results showed that all groups achieved better performances over time in all measures, except listening comprehension. However, low-SES LMBC underperformed in spelling tasks compared to the monolingual groups. In reading comprehension, there was a time*group interaction that showed how low-SES LMBC reached similar performances of low-SES monolinguals in fifth grade, but both groups underperformed compared to the high SES monolingual group. The discussion is focused on the need for research and educational settings to consider the differential impact of bilingualism and SES. Bilingualism seems to be associated with a longer time in developing adequate spelling skills, whereas SES was the primary underpinning of the reading comprehension gap over time.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study

et al. 2022

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“…Consequently, children may lack reading materials, thus, undermining their ability to develop the required reading habits. As such, children from lower socio-economic backgrounds may find the reading less enjoyable compared to their peers from high social economic status (Bonifacci et al, 2021). Naite (2021) affirms that parents' education level, age, employment and marital status had a great impact on their children's education.…”

Section: Parental Factors Determining Children's Competences In Liter...mentioning

confidence: 91%

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

2024

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The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.

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“…In the second approach, researchers perceive the HLE as more content-specific and focused on elements that promote literacy and numeracy. The content-specific approach includes various dimensions of the HLE for example the home literacy environment (Rose et al, 2018), the home numeracy environment (Manolitsis et al, 2013;Bonifacci et al, 2021), and the home digital environment (Sonnenschein et al, 2021).…”

Section: Defining the Home Learning Environmentmentioning

confidence: 99%

“…The quality of the early HLE is also associated with longterm effects on children's literacy and numeracy competencies and their academic achievement (Niklas and Schneider, 2017). Several studies using different measures for assessing the HLE (e.g., Foster et al, 2005;Melhuish et al, 2008;Bonifacci et al, 2021) have shown the impact of the HLE on children's outcomes. Rodriguez and Tamis-LeMonda (2011) used a measure for all aspects of the HLE, and found strong associations between the HLE and children's skills in receptive vocabulary and emergent literacy.…”

Section: Introductionmentioning

confidence: 99%

Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece

et al. 2022

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The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational context. The HLEQ is a parent-reported measure addressing both activities and interactions, comprising of six factors that are considered key elements of the HLE: indoor, outdoor, and digital learning activities, warmth/support, conflict, and inconsistent discipline. The development of HLEQ followed a robust methodological approach, including the collection of an initial pool of items, expert review to examine its content validity, and piloting. The HLEQ was administrated to 814 parents (Mage = 37.86 years, SD = 4.84) of children (Mage = 64.12 months, SD = 7.19) attending 84 state funded kindergartens in Greece. A cross-validation approach was used to examine the factor structure of the HLEQ. Exploratory and confirmatory factor analysis and exploratory structural equation modeling procedures were implemented. Latent profile analysis was employed to identify the HLE profiles. Results provided initial support for the factor structure, reliability, and validity of the HLEQ. The HLEQ displayed good psychometric properties for measuring the quality of home learning activities and home learning interactions in the contemporary early HLE. Four HLE profiles were revealed, representing different parent-child interaction patterns during the learning activities. Limitations and implications for policy and practice are discussed.

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Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

Cited by 12 publications

References 111 publications

Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study

Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece

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