Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study

Soto-Calvo, Elena; Simmons, Fiona R.; Adams, Annmarie; Francis, Hannah N.; Giofrè, David

doi:10.1080/10409289.2019.1617012

Cited by 24 publications

(32 citation statements)

References 83 publications

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“…Children’s early numeracy skills are strongly related to the development of their mathematical knowledge in the first few years of schooling (e.g., Jordan et al, 2009 ; Aunio and Niemivirta, 2010 ; LeFevre et al, 2010a ; Martin et al, 2014 ). Because these individual differences in early numeracy knowledge precede children’s school entry ( Duncan et al, 2007 ), researchers have identified the home learning environment as a potential source of some of this variability ( Blevins-Knabe and Musun-Miller, 1996 ; LeFevre et al, 2009 ; Skwarchuk et al, 2014 ; Soto-Calvo et al, 2020a , b ). Consistent with the view that home numeracy experiences are related to children’s numeracy preparation, parents’ reports of home numeracy activities are correlated with children’s early numeracy performance in many countries, including Canada ( LeFevre et al, 2009 ; Skwarchuk et al, 2014 ), the United States ( Blevins-Knabe and Musun-Miller, 1996 ; Huntsinger et al, 2016 ), Netherlands ( Kleemans et al, 2012 , 2013 ; Segers et al, 2015 ), Germany ( Anders et al, 2012 ; Niklas and Schneider, 2014 ), Greece ( LeFevre et al, 2010b ; Manolitsis et al, 2013 ), and China ( Pan et al, 2006 ; Huang et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Consistent with the view that home numeracy experiences are related to children’s numeracy preparation, parents’ reports of home numeracy activities are correlated with children’s early numeracy performance in many countries, including Canada ( LeFevre et al, 2009 ; Skwarchuk et al, 2014 ), the United States ( Blevins-Knabe and Musun-Miller, 1996 ; Huntsinger et al, 2016 ), Netherlands ( Kleemans et al, 2012 , 2013 ; Segers et al, 2015 ), Germany ( Anders et al, 2012 ; Niklas and Schneider, 2014 ), Greece ( LeFevre et al, 2010b ; Manolitsis et al, 2013 ), and China ( Pan et al, 2006 ; Huang et al, 2017 ). Early numeracy skills have also been found to be related to parental reports of literacy activities in the United Kingdom ( Soto-Calvo et al, 2020a , b ), the United States ( Napoli and Purpura, 2018 ), and Germany ( Anders et al, 2012 ). Thus, research suggests that the home numeracy and literacy experiences of children in North American, European, and Asian nations are related to the development of their early numeracy skills.…”

Section: Introductionmentioning

confidence: 99%

“…Home numeracy and literacy activities are differentially related to children’s mathematics performance ( Skwarchuk et al, 2014 ; Soto-Calvo et al, 2020a , b ). For example, in a sample of families from the United Kingdom, Soto-Calvo et al (2020a) found that parents’ reports of the frequency of mapping numeracy activities and code-based literacy activities were correlated with preschool children’s symbolic numeracy skills (i.e., counting, number transcoding, and calculation). However, only code-based literacy activities (not meaning-related activities) predicted unique variance in children’s symbolic numeracy skills.…”

Section: Introductionmentioning

confidence: 99%

“…However, only code-based literacy activities (not meaning-related activities) predicted unique variance in children’s symbolic numeracy skills. Soto-Calvo et al (2020a) did not ask parents about more advanced numeracy activities (i.e., operational activities such as practicing calculations). In most other research on home numeracy activities, only operational activities (i.e., more advanced), were related to numeracy performance ( Skwarchuk et al, 2014 ; del Río et al, 2017 ; Susperreguy et al, 2020a ).…”

Section: Introductionmentioning

confidence: 99%

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Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Susperreguy

Lira

et al. 2021

Front. Psychol.

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We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Susperreguy

Lira

et al. 2021

Front. Psychol.

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“…Only items relating to home literacy experiences are considered in the current study. The reliability and coherence of the code-and meaning-related subscales were appraised using exploratory factor analysis in a sample of 274 parent-preschool child dyads (254 female parents, 146 female children, child M age = 3:11 years, SD = 3.6 months, including 117 children from the current study) which has been reported previously (Soto-Calvo et al, 2020a). Six items loaded onto a single meaning-related factor.…”

Section: Methodsmentioning

confidence: 91%

Characteristics of the preschool home literacy environment which predict writing skills at school

et al. 2021

Self Cite

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Aspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, Mage = 6:7, SD = 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

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Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test

Kelz,

Krammer

2024

Eur J Psychol Educ

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The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (Psychologie in Erziehung und Unterricht, 62, 106, 2015) and Luttenberger et al. (Psychology Research and Behavior Management, 11, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (n = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (The American psychologist, 60, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.

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Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study

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Cited by 24 publications

References 83 publications

Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Characteristics of the preschool home literacy environment which predict writing skills at school

Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test

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