Understanding print: Early reading development and the contributions of home literacy experiences

Levy, Betty Ann; Gong, Zhiyu; Hessels, Sandra; Evans, Mary Ann; Jared, Debra

doi:10.1016/j.jecp.2005.07.003

Cited by 207 publications

(215 citation statements)

References 29 publications

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“…It is well established that the home literacy environment is an important predictor of children’s language and literacy development (Frijters, Barron, & Brunello, 2000; Levy, Gong, Hessels, Evans, & Jared, 2006; Senechal & Lefevre, 2002). 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).…”

mentioning

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

149

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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mentioning

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

149

115

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“…Others determine orientation and spacing constraints for printed language such as: Letters are not printed backwards or upside down, words do not contain spaces between letters, etc. Before a child can begin to read, he or she must acquire considerable knowledge about the orthographic aspects of his/her own language writing system (Levy, Gong, Hessels, Evans, & Jared, 2006). Among Israeli kindergartners, orthographic awareness was found to correlate with the later acquisition of reading and writing in first grade (Shatil et al, 2000).…”

Section: Orthographic Awarenessmentioning

confidence: 99%

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

Aram¹,

Ingber²,

Konkol³

2009

L1 Educational Studies in Language and Literature

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The study assessed the efficacy of an early literacy intervention for 79 children ages 5-6 years with prelingual hearing loss (HL) who all functioned auditorily, using appropriate devices. Teachers and speech therapists administered an 8-month-long intervention in preschools through two alphabetic sessions and one storybook-reading session per week. Alphabetic sessions involved games and activities that encouraged letter knowledge, phonological awareness, and functional writing. Storybook-reading sessions utilized children's books to discuss central concepts and ideas via games and creative activities. The study compared two educational inclusion tracks: individual inclusion (a single student with HL fully integrated into a regular classroom) and co-enrollment (a group of students with HL partially integrated into a regular classroom and co-taught by a regular teacher and a special education teacher). Another group of children with HL studying in a co-enrollment track served as a control group. Children's alphabetic skills (letter naming, orthographic awareness, phonological awareness, and word writing) were assessed at pretest and posttest. Results showed that participants progressed more in the intervention groups than in the control group on phonological awareness and word writing, regardless of inclusion track. Interestingly, the two intervention groups did not differ in their progress.Keywords: early literacy intervention, letter knowledge, phonological awareness, functional writing, educational tracks, storybook-reading. Tanja Janssen] TITEL. Het bevorderen van alfabetische vaardigheden van jonge kinderen met hoorproblemen die gezamenlijk zijn ingeschreven versus individueel zijn toegelaten SAMENVATTING. Het onderzoek stelde de effectiviteit vast van een vroegtijdige interventie op het gebied van geletterdheid voor 79 kinderen in de leeftijd van 5 tot 6 jaar met vroeg gehoorverlies (HL) die allemaal konden functioneren met gebruik van passende hulpmiddelen. Docenten en spraakleraren voerden gedurende 8 maanden een interventie uit op kleuterscholen, door twee sessies rond het alfabet en een leessessie per week. De sessies rond het alfabet behelsden spelletjes en activiteiten gericht op kennis van letters, fonologisch bewustzijn en functioneel schrijven. In de leessessies werden kinderboeken gebruikt om centrale concepten en ideeën te bespreken via spelletjes en creatieve activiteiten. In het onderzoek werden twee educational inclusion tracks met elkaar vergeleken: individuele inclusie (waarbij een individuele leerling met hoorproblemen volledig geïntegreerd is in een gewone klas) en coenrollment of gezamenlijke inschrijving (waarbij een groep leerlingen met hoorproblemen gedeeltelijk geïntegreerd is in een gewone klas en daarbij onderwijs krijgt van een gewone docent en speciaalonderwijs-docent). Een andere groep leerlingen met hoorproblemen in een co-enrollment track vormde de controlegroep. De alfabetische vaardigheden van de kinderen (noemen van letters, orthografisch bewustzijn, fonologisch bew...

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“…Es posible pensar que variables ambientales relacionadas con la mayor o menor exposición al conocimiento alfabético (Burgess, Hecht & Lonigan, 2002;Levy, Gong, Hessels, Evans & Jared, 2006;Marder. 2011;Stein & Rosemberg, 2012) interac túan con diferencias in dividuales en habilidades cognitivas asociadas a esta adquisición.…”

Section: Introductionunclassified

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo

Diuk¹

2014

Interd

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Understanding print: Early reading development and the contributions of home literacy experiences

Cited by 207 publications

References 29 publications

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

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

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo

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