The role of home literacy environment in reading and spelling beyond the early grades

PDF (English)
Δημοσιευμένα: Μαΐ 9, 2024
DOI: https://doi.org/10.12681/ppej.35467
Λέξεις-κλειδιά:
home literacy environment shared book reading Greek Chinese reading
George K. Georgiou
Associate Professor, University of Alberta, Canada
Li Zhang
Chengdu Shishi High School
Περίληψη

Most studies on home literacy environment (HLE) have examined its role in children’s language and literacy skills in the early childhood years. However, parents continue to be involved in their children’s learning later on. Thus, in this study we aimed to examine if different HLE aspects (code-related HLE, meaning-related HLE, access to literacy resources, age of onset of parent-child literacy activities and child’s own independent reading) predict children’s reading and spelling performance in upper grades. Study 1 was conducted in China and included 111 Grade 3 children (57 girls, 54 boys; Mage = 9.22 years, SD = 0.30) and their parents. Study 2 was conducted in Cyprus and included 208 Grade 4 Greek-speaking children (114 girls, 94 boys; Mage = 9.77 years, SD = 0.39) and their parents. Results of hierarchical regression analyses in both studies showed that after controlling for the effects of parents’ education and nonverbal IQ, neither code- nor meaning-related HLE activities predicted reading. In addition, they showed that access to literacy resources was a significant predictor of both reading outcomes in Study 1 and child’s independent reading was a significant predictor of reading and spelling in Study 2 (with one exception when predicting passage comprehension). Taken together, these findings suggest that HLE might be important in children’s reading and spelling performance, but different aspect of HLE play a role at different times. When children are in upper grades, parents may still contribute to their children’s literacy skills by providing access to literacy resources and by creating an environment that allows their child to practice independent reading.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Boerma, I. E., Mol, S. E., & Jolles, J. (2017). The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders’ reading comprehension. Scientific Studies of Reading, 21(3), 179-193. https://doi.org/10.1080/10888438.2016.1277727.
Burgess, S. R., Hetch, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one year longitudinal study. Reading Research Quarterly, 37, 408–426.
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T.P., Zheng, M., Zhao, Y., et al. (2016). Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from Grade 1 to Grade 2. Reading Research Quarterly, 52, 91–104. doi:10.1002/rrq.155.
Chengdu Municipal Bureau of Statistics (2021). Chengdu statistical yearbook.: https://www.ceicdata.com/en/china/population-prefecture-level-city-by-census/population-census-sichuan-chengdu
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10, 331–362. http://dx.doi.org/10.1207/s1532799xssr1004_1
Chung, F. H.-K., & Leung, M.-T. (2008). Data analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: Preliminary theoretical interpretations. Clinical Linguistics & Phonetics, 22, 379–389. doi:10.1080/02699200701776757
Davis-Kean, P. E., Tighe, L. A., & Waters, N. E. (2021). The role of parent educational attainment in parenting and children’s development. Current Directions in Psychological Science, 30(2), 186–192. https://doi.org/10.1177/ 0963721421993116
DeBaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455–461.
De Bondt, M., Willenberg, I. A., & Bus, A. G. (2020). Do book giveaway programs promote the home literacy environment and children’s literacy-related behavior and skills? Review of Educational Research, 90(3), 349–375. https://doi.org /10.3102/0034654320922140
Dong, Y., Wu, S. X. Y., Dong, W. Y., & Tang, Y. (2020). The effects of home literacy environment on children’s reading comprehension development: A meta-analysis. Educational Sciences: Theory and Practice, 20(2), 63–82. https://doi.org/10.12738/jestp.2020.2.005
Evans, M.A., & Koblinsky, B. (2017, July 12-15). Home literacy environment from junior to senior kindergarten and relation to parent values [Conference presentation]. 24th annual conference of the Society for the Scientific Studies of Reading, Halifax, Canada. https://www.triplesr.org/twenty-fourth-annual-meeting
Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466–477. https://doi.org/10.1037/0022-0663.92.3.466
Georgas, D. D., Paraskevopoulos, I. N., Bezevegis, I. G., & Giannitsas, N. D. (1997). Ελληνiκό WISC III: Wechsler κλίμακες νοημοσύνης για παιδιά [Greek WISC-III: Wechsler intelligence scale for children]. Ellinika Grammata.
Georgiou, G. K., Inoue, T., & Parrila, R. (2021). Developmental relations between home literacy environment and reading: Evidence from a 3-year longitudinal study. Child Development, 92(5), 2053–2068. https://doi.org/10.1111/ cdev.13589
Georgiou, G. K., Manolitsis, G., Nurmi, J.-E., & Parrila, R. (2010). Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language? Contemporary Educational Psychology, 35, 1–10. doi:10.1016/j.cedpsych.2009.07.001
Georgiou, G., Parrila, R., & Papadopoulos, T. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127/128, 233–243. doi: 10.33094/7.2017.2020.71.22.33
Guo, Y., Chen, Q., Zhai, S., & Pei, C. (2020). Does private tutoring improve student learning in China? Evidence from the China education panel survey. Asia & the Pacific Policy Studies, 7(3), 322–343. https://doi.org/10.1002/app5.310
Hadjicharalambous, D., & Demetriou, L. (2020). The quality of the parent-child relationship and children’s family, school and social competences in Cyprus. International Journal of Social Sciences Perspectives, 7(1), 22-33. https://doi.org/10.1037/0022-0663.100.2.252
Hassunah-Arafat, S. M., Aram, D., & Korat, O. (2021). Early literacy in Arabic: The role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills. Reading and Writing, 34(10), 2603–2625. https://doi.org/10.1007/s11145-021-10158-1
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. https://doi.org/10.1037/0022-0663.100.2.252
Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2018a). Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese. Journal of Research in Reading, 41(1), 159–175. https://doi.org/10.1111/1467-9817.12109
Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018b). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663
Inoue, T., Manolitsis, G., de Jong, P., Landerl, K., Parrila, R., & Georgiou, G. K. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11(Article 1923). https://doi.org/10.3389/fpsyg.2020.01923
Jiang, Y., Lau, C., & Tan, C. Y. (2023). Socioeconomic status and children’s English language and literacy outcomes: The mediating role of home literacy environment. Early Education and Development. https://doi.org/10.1080/10409289.2023.2186089
Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 261– 276. doi:10.1007/s11145-007-9112-8
Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409 289. 2021.19156 51
Lehrl, S., Ebert, S., & Rossbach, H.-G. (2013). Facets of preschoolers’ home literacy environments: what contributes to reading literacy in primary school? In M. Pfost, C. Artelt, & S. Weinert (Eds.), The development of reading literacy from early childhood to adolescence (pp. 35-62). University of Bamberg Press
Leppänen, U., Aunola, K., & Nurmi, J.-E. (2005). Beginning readers’ reading performance and reading habits. Journal of Research in Reading, 28, 383–399. doi: 10.1111/j.1467-9817.2005.00281.x
Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong and Singapore. International Journal of Behavioral Development, 24(1), 82–90.
Liu, H., & Li, M. (2022). Associations between home literacy environment and children’s receptive vocabulary: A meta-analysis. Advances in Psychological Science, 30(3), 556-579. (In Chinese) https://doi.org/10.3724/SP.J.1042.2022.00556
Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001
Manolitsis, G., Georgiou, G. K., Stephenson, K., & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19(6), 466–480. https://doi.org/10.1016/j.learninstruc.2008.07.003
Manolitsis, G., Georgiou, G., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496–505. https://doi.org/10.1016/j.learninstruc.2010.06.005
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and mathematics acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/ 10.1016/j.ecresq.2013.05.004
McBride, C. (2015). Children’ s literacy development: A cross-cultural perspective on learning to read and write. Routledge.
Myrberg, E., & Rosén, M. (2009). Direct and indirect effects of parents’ education on reading achievement among third graders in Sweden. The British Journal of Educational Psychology, 79(4), 695–711. https://doi.org/10.1348/ 000709909X453031
Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. Sage Open, 6(4), 1-11. https://doi.org/10.1177/2158244016672715
Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263–274. doi:10.1016/j.cedpsych.2017.03.006
Nunes, T., Aidinis, A., & Bryant, P. (2006). The acquisition of written morphology in Greek. In M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 201–218). Erlbaum.
O’Brien, B. A., Ng, S. C., & Arshad, N. A. (2020). The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore. Early Childhood Research Quarterly, 53, 441–452. https://doi.org/10.1016/j.ecresq.2020.05.014.
Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early RAN and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897–908. https://doi. org/10.1037/a0024344.
Protopapas, A., & Vlachou, E. (2009). A comparative quantitative analysis of Greek orthographic transparency. Behavior Research Methods, 41, 991–1008. doi:10.3758/BRM.41.4.991
Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87. doi:10.1207/s1532799xssr1001_4
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460. doi:10.1111/1467-8624.00417
Sénéchal, M., & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222
Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520–536.
Sergiou, S., Charalambous, C. Y., & Georgiou, G. (2022, June 7-10). Can students’ cognitive processing skills moderate the effect of cognitive activation on student learning? An exploratory study [Conference presentation]. QUINT 2022 conference, University of Akureyri, Iceland. https://www.uv.uio.no/quint/english/news-and-events/events/conferences-and-seminars/2022/quint-conference/
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi: 10.1348/000712603321661859.
Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74, 27–47. doi:10.1111/cdev.2003.74.issue-1
Shu, H., Li, W., Anderson, R. C., Ku, Y.-M., & Yue, X. (2002). The role of home-literacy environment in learning to read Chinese. In W. Li, J. S. Gaffney & J. L. Packard (Eds.), Chinese children’s reading acquisition: Theoretical and pedagogical issues (pp. 207–224). Kluwer Academic Publishers.
Silinskas, G., Kiuru, N., Tolvanen, A., Niemi, P., Lerkkanen, M.-K., & Nurmi, J.-E. (2013). Maternal teaching of reading and children’s reading skills in grade 1: Patterns and predictors of positive and negative associations. Learning and Individual Differences, 27, 54–66. https ://doi.org/10.1016/j.lindi f.2013.06.011.
Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M.-K. (2020a). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to Grade 2. Frontiers in Psychology, 11(1508). https://doi.org/10.3389/fpsyg.2020.01508
Silinskas, G., Torppa, M., Lerkkanen, M.-K., & Nurmi, J.-E. (2020b). The home literacy model in a highly transparent orthography. School Effectiveness and School Improvement, 31(1), 80–101. https://doi.org/10.1080/09243453.2019.1642213
Singh, L., Yeung, W. J., Cheng, Q., & Heng, E. Y. (2023). The home literacy environment mediates effects of socio-economic status on infant vocabulary development. Developmental Science, 26(4), e13349. https://doi.org/10.1111/desc.13349
Skwarchuk, S.-L., Douglas, H., Cahoon, A., LeFevre, J.-A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E.A., Osana, H. P., & Susperreguy, M. I. (2022). Relations between the home learning environment and the literacy and mathematics skills of eight-year-old Canadian children. Education Sciences, 12, 513. https://doi.org/10.3390/educsci12080513
Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54–63. https://doi.org/10.1016/j.learninstruc.2016.12.003
Tan, C. Y., Peng, B., & Lyu, M. (2019). What types of cultural capital benefit students’ academic achievement at different educational stages? Interrogating the meta-analytic evidence. Educational Research Review, 28, 100289. https://doi.org/10.1016/j.edurev.2019.100289
Tanji, T., & Inoue, T. (2023). Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school. Frontiers in Psychology, 14, 1052216. doi:10.3389/fpsyg.2023.1052216
Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.-K., Tolvanen, A., & Poikkeus, A.-M. (2019). Leisure reading (but not any kind) and reading comprehension support each other: a longitudinal study across grades 1 and 9. Child Development, 91, 876–900. doi:10.1111/cdev.13241
Trigka, A. K. (2004). Reading Ability Test. Atrapos.
Tse, K. S., Zhu, Y., Yan Hui, S., & Ng, H. W. (2017). The effects of home reading activities during preschool and Grade 4 on children’s reading performance in Chinese and English in Hong Kong. Australian Journal of Education, 61(1), 5–23. https://doi.org/10.1177/0004944116689093
Umek, L.M., Podlesek, A., & Fekonja, U. (2005). Assessing the home literacy environment: Relationships to child language comprehension and expression. European Journal of Psychological Assessment, 21(4), 271–281.
van Bergen, E., Van Zuijen, T., Bishop, D., & De Jong, P. F. (2017). Why are home literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52, 147–160. doi:10.1002/rrq.160
van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29, 367–382. doi:10.1111/j.14679817.2006.00301.x
Wechsler, D. (1992). Wechsler intelligence scale for children (3rd ed.). Psychological Corporation.
Wirth, A., Ehmig, S. C., Heymann, L., & Niklas, F. (2020). Das Vorleseverhalten von Eltern mit Kindern in den ersten drei Lebensjahren in Zusammenhang mit familiärer Lernumwelt und Sprachentwicklung [Reading to children aged 0 – 3 years and the association with home literacy environment and early language development]. Frühe Bildung, 9 (1), 26–32. https://doi.org/10.1026/2191-9186/a000464
Woodcock, R. W. (1998). Woodcock Reading Mastery Test—Revised Normative Update Examiner’s Manual. American Guidance Service.
Xiao, N., Che, Y., Zhang, X., Song, Z., Zhang, Y., & Yin, S. (2020). Father–child literacy teaching activities as a unique predictor of Chinese preschool children’s word reading skills. Infant and Child Development, 29(4), 1–16. https://doi.org/10.1002/ icd.2183
Zhang, H. C., & Wang, X. P. (1985). Chinese Version of Raven’s Progressive Matrices Test. Beijing Normal University Press.
Zhang, S.-Z., Inoue, T., Cao, G.-H., Li, L.-F., & Georgiou, G. (2023). Unpacking the effects of parents on their children’s emergent literacy skills and word reading: Evidence from urban and rural settings in China. Scientific Studies of Reading, 27, 355-374. https://doi.org/10.1080/10888438.2023.2169147
Zhang, S.-Z., Inoue, T., Shu, H., & Georgiou, G. K. (2020). How does home literacy environment influence Chinese reading? Evidence from a 3-year longitudinal study. Reading and Writing: An Interdisciplinary Journal, 33(7), 1745– 1767. https://doi.org/10.1007/s11145-019-09991-2
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)