The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

Niklas, Frank; Wirth, Astrid; Guffler, Sabrina; Drescher, Nadja; Ehmig, Simone C.

doi:10.3389/fpsyg.2020.01628

Cited by 58 publications

(44 citation statements)

References 44 publications

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“…Robust findings indicate that the home literacy environment (HLE) is associated with the acquisition of language and literacy across sociocultural contexts (e.g., Bus et al 2000;Mol et al 2008). The HLE refers to the literacy resources and activities advanced by family members and parent attitudes and beliefs about literacy (Niklas et al 2020). HLE factors such as children's age and frequency of exposure to storybook reading are important predictors of children's language and literacy development (Mol and Bus 2011;Niklas et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Parental Perspectives on Storybook Reading in Indian Home Contexts

Pandith

John

Bellon-Harn

et al. 2021

Early Childhood Educ J

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The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

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Section: Introductionmentioning

confidence: 99%

Parental Perspectives on Storybook Reading in Indian Home Contexts

Pandith

John

Bellon-Harn

et al. 2021

Early Childhood Educ J

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“…With this, we intend to contribute new data to science on the effects of an HLE (A) program on a series of psycholinguistic and cognitive variables in a sample of children aged 6 to 8 years. As mentioned, there are many studies that have focused on the beneficial effects of HLE on these types of variables in samples of children under 6 years of age [ 12 , 36 , 37 , 38 , 39 , 40 ], among others; however, there are fewer studies that seek to analyze these types of variables at older ages. Considering that these are variables that evolve, are related to and are affected by specific reading processes—such as decoding, which benefits from adequate phonological awareness and vice versa—we believe that they should also be studied in the early years of primary education (between 6 and 8 years of age).…”

Section: Introductionmentioning

confidence: 99%

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Romero-González

Lavigne-Cerván

León

et al. 2021

IJERPH

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(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.

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“…Although there is a trend to differentiate literacy and numeracy aspects of the HLE (e.g. Niklas et al, 2020), significant cross developmental domain effects are commonly found (e.g. Niklas and Schneider, 2017) and these support the continuing specification of single-scale HLE measures (especially for younger age groups).…”

Section: Introductionmentioning

confidence: 84%

Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale

et al. 2021

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Home learning environments prior to school are well-known predictors of educational trajectories but research has neglected children aged under three. The new Toddler Home Learning Environment (THLE) scale is one response and this paper investigates its reliability and validity. The THLE is an adaptation of the Preschool HLE (PHLE) measure developed by the Effective Pre-School Primary and Secondary Education (EPPSE) investigation in the 1990s. The THLE was developed as part of the Evaluation of Children’s Centers in England (ECCE) investigation that followed a sample of 2,608 of families from 14 to 38 months. The THLE was administered at 14 months, the PHLE at 38. The 8-item THLE evidences internal consistency via statistical reliability coefficients and Confirmatory Factor Analysis plus measurement validity via statistically significant and research-appropriate associations with the PHLE, three measures of child development, and child and parent demographics. This paper moves the HLE literature forward with a new parental self-report scale of the HLE that is for use with toddlers.

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The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

Cited by 58 publications

References 44 publications

Parental Perspectives on Storybook Reading in Indian Home Contexts

Parental Perspectives on Storybook Reading in Indian Home Contexts

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale

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