How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Zhang, Suzhen; Inoue, Tomohiro; Shu, Hua; Georgiou, George K.

doi:10.1007/s11145-019-09991-2

Cited by 41 publications

(38 citation statements)

References 59 publications

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“…Second, because many previous studies have assessed meaning-related HLE in terms of both frequency of shared book reading and access to literacy resources, it remains unclear whether it is the former or the latter that is driving the relation between meaning-related HLE and children’s vocabulary knowledge. In fact, recent studies have shown that access to literacy resources can be a separable construct from shared book reading (e.g., Dulay et al, 2018 ; Esmaeeli et al, 2019 ; Zhang et al, 2019 ) and plays a unique and important role in children’s literacy development over and above parent teaching and shared reading (e.g., van Bergen et al, 2017 ; Vasilyeva et al, 2018 ; Zuilkowski et al, 2019 ). Finally, the main focus of previous research on HLE has been on its relationship with reading (e.g., Chiu and McBride-Chang, 2006 ; Arya et al, 2014 ; Araújo and Costa, 2015 ), and there is a dearth of research examining the relationship between HLE and spelling development across languages.…”

Section: Introductionmentioning

confidence: 99%

“…These languages were selected to vary widely in their orthographic consistency, namely, English being the most inconsistent, Greek being the most consistent, and Dutch, and German lying in between English and Greek in the orthographic consistency continuum ( Seymour et al, 2003 ; Borgwaldt et al, 2004 ). Guided by the Home Literacy Model and the previous findings from within- and cross-language studies reviewed above, we expected that (a) parents’ teaching of reading and spelling (the code-related activities) would predict letter knowledge and phonological awareness in all languages ( Lehrl et al, 2013 ; Manolitsis et al, 2013 ; Hamilton et al, 2016 ; Silinskas et al, 2020 ), and their association would be stronger in English than in the other languages because children learning to read in English might need more elaborate teaching as its inconsistent grapheme-phoneme associations cannot be acquired through simple paired associate learning as in consistent orthographies ( Manolitsis et al, 2009 ); (b) shared book reading (the meaning-related activities) would predict vocabulary in all languages ( Manolitsis et al, 2013 ; Sénéchal and LeFevre, 2014 ; Inoue et al, 2018 ; Krijnen et al, 2020 ; Lehrl et al, 2020 ), but their association would be limited when access to literacy resources is taken into account separately ( van Bergen et al, 2017 ; Zhang et al, 2019 ); (c) access to literacy resources would be uniquely associated with literacy skills over and above the effects of parent teaching and shared book reading and its effect would be similar across languages ( Chiu and McBride-Chang, 2006 ; Araújo and Costa, 2015 ), and (d) all of the HLE aspects would have mediated effects on later reading and spelling via emergent literacy skills in all languages ( Hamilton et al, 2016 ; Inoue et al, 2018 ; Lehrl et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency

et al. 2020

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We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (vocabulary, letter knowledge, and phonological awareness) at the beginning of Grade 1 and on word reading fluency and spelling at the end of Grade 1, the beginning of Grade 2, and the end of Grade 2. Their parents responded to a questionnaire assessing HLE [parent teaching (PT), shared book reading (SBR), access to literacy resources (ALR)] at the beginning of Grade 1. Results showed first that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with emergent literacy skills in all languages. SBR did not predict any cognitive or early literacy skills in any language. Second, PT and ALR had indirect effects on literacy outcomes via different emergent literacy skills in all languages. These findings suggest that not all HLE components are equally important for emergent literacy skills, reading fluency, and spelling. No specific trend in the role of orthographic consistency in the aforementioned relations emerged, which suggests that other factors may account for the observed differences across languages when children start receiving formal reading instruction in Grade 1.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency

et al. 2020

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“…Another study demonstrated not only differential patterns of relations for literacy resources vs. activities, but also between types of home literacy activities. Zhang et al (2019) found that among 3rd-year kindergarteners in Mainland China, formal literacy experiences were positively linked with reading comprehension via pinyin knowledge, but informal literacy experiences were not a significant correlate of emergent literacy skills and reading outcomes. In contrast, exposure to literacy resources was positively linked to reading comprehension through rapid naming, phonological awareness, and vocabulary ( Zhang et al, 2019 ).…”

Section: Are the Home Literacy And Numeracy Environments In Asia Condmentioning

confidence: 87%

Home Literacy and Numeracy Environments in Asia

et al. 2021

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The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

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“…Compared with western countries, there is a study about home literacy environment and pre-schoolers' reading in China, which shows the different characteristics of Chinese home literacy activities. Zhang and her colleagues combined with the home literacy model and focused on informal literacy and formal literacy respectively [17]. Informal literacy activities are the time when children have activities like book sharing and print incidentally, and formal literacy activities are the time when children learn to print directly; Interestingly, children can gain more vocabulary from informal literacy experiences [6].…”

Section: The Relationship Between Hle and Reading Habits Across Different Culturesmentioning

confidence: 99%

The Relationship Between Home Literacy Environment and Teenagers’ Reading Habits

Qiuchi¹,

Xin²

2021

Advances in Social Science, Education and Humanities Research

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Reading is a kind of significantly positive behaviour for teenagers, especially since it may improve their academic intelligence and emotional intelligence. The home literacy environment is related to the reading habits, while the study about the reading habits of teenagers is still limited. This paper focuses on the relationship between home literacy environment and teenagers' reading habits, as well as discusses the impact of home literacy environment on teenagers' reading habits, the thematic relationship across different culture, and socioeconomic status and gender differences in the relationship. According to existing research, this study reveals that home literacy has positive influence on adolescents' reading habit. However, the relationship between home literacy environment and reading habits is not always influenced by cultural differences or socioeconomic status, and there are differences in reading habits between female teenagers and male teenagers.

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How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Cited by 41 publications

References 59 publications

Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency

Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency

Home Literacy and Numeracy Environments in Asia

The Relationship Between Home Literacy Environment and Teenagers’ Reading Habits

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