What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?
Аннотация
We examined what aspects of the home literacy environment (formal home literacy activities, informal home literacy activities, access to literacy resources, age of onset of literacy instruction, child’s interest in reading, and parents’ expectations) differentiate Chinese children at risk for reading difficulties from their not-at-risk controls. Eighteen children from Jining, China, who were at risk for reading difficulties and 32 not-at-risk controls participated in the study. Their parents also participated in the study by filling out a home literacy questionnaire, by recording the daily parent-child reading activities (diary), and by completing the Children’s Title Recognition Checklist. Group comparisons revealed significant differences only in items measuring children’s access to literacy resources and reading interest. Results of discriminant function analyses further showed that the home literacy environment variables could discriminate well between the children at risk for reading difficulties and their controls. Taken together, our findings suggest that to the extent environment plays a role in reading difficulties in Chinese, this should be traced to factors such as child’s interest in reading and access to literacy resources.
Article Details
- Как цитировать
-
Zhang, S. Z., Georgiou, G. K., & Shu, H. (2019). What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?. Preschool and Primary Education, 7(1), 1–18. https://doi.org/10.12681/ppej.18868
- Выпуск
- Том 7 № 1 (2019)
- Раздел
- Άρθρα
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-ShareAlike» («Атрибуция — Некоммерческое использование — На тех же условиях») 4.0 Всемирная.
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.
Скачивания
Данные скачивания пока недоступны.
Библиографические ссылки
Allen, L., Cipielewski, J., & Stanovich, K.E. (1992). Multiple indicators of children’s reading habits and attitudes: Construct validity and cognitive correlates. Journal of Educational Psychology, 84, 489–503.
Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303.
Baroody, A.E., & Diamond, K.E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32, 78-87.
Burgess, S.R., Hecht, 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.
Chao, R.K. (1995). Chinese and European American cultural models and the self reflected in mothers’ childrearing beliefs. Ethos, 23, 328 354.
Chao, R.K., & Tseng, V. (2002). Parenting of Asians. In M.H. Bornstein (Ed.), Handbook of parenting: Being and becoming a parent (vol. 4). (pp. 59-94). Mahwah, NJ: Erlbaum.
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.
Chiu, M.M., & McBride-Chang, C. (2010). Family and reading in 41 countries: Differences across cultures and students. Scientific Studies of Reading, 14, 514–543.
Chow, B.W.Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergartners learning to read English as a second language. Journal of Educational Psychology, 97, 81-87.
Crampton, A., & Hall, J. (2017). Unpacking socioeconomic risks for reading and academic selfconcept in primary school: Differential effects and the role of the preschool home learning environment. British Journal of Educational Psychology, 87, 365-382. http://dx.doi.org/10.1111/bjep.12154
Cunningham, A.E., & Stanovich, K.E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733–740.
Cunningham, A.E., & Stanovich, K.E. (1991). Tracking the effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264–274.
Deng, C., & Georgiou, G. (2015). Establishing measurement invariance of Cognitive Assessment System across cultures. In T.C. Papadopoulos, R. Parrila, & J.R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 137-148). New York: Elsevier.
Deng, C., Silinskas, G., Wei, W., & Georgiou, G. (2015). Cross-lagged relationships between home learning environment and academic achievement in Chinese. Early Childhood Research Quarterly, 33, 12–20.
Elbro, C., Borstrøm, I., & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36–60.
Evans, M.A., Fox, M., Cremaso, L., & Mckinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130-141.
Evans, M.A., & Koblinsky, B. (2017, July). Home literacy environment from junior to senior kindergarten and relation to parent values. Paper presented at the 24th annual conference of the Society for the Scientific Studies of Reading, Halifax, Canada.
Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75.
Family Education Study Centre (2012). Whose responsibility is it to teach different subject areas to children? A survey. Retrieved on December 15, 2017 from http://m.sohu.com/n/344118262/?page=1&_smsid=UOnUrCuylnooQpMCnAVBT6
Frijters, J.C., Barron, R.W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on pre-readers’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466–477.
Gubbins, V., & Otero, G. (2018). Determinants of parental involvement in primary school: evidence from Chile. Educational Review. doi: 10.1080/00131911.2018.1487386
Hamilton, J., Hayiou-Thomas, M.E., Hulme, C., & Snowling, M.J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20, 401-419.
Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37, 893–914.
Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental literacy involvement, socio-economic status, and reading literacy. Educational Review, 69, 85–101.
Ho, C.S.-H. (2014). Preschool predictors of dyslexia status in Chinese first graders with high or low familial risk. Reading and Writing: An Interdisciplinary Journal, 27, 1673-1701.
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252-271.
Hulme, C., & Snowling, M.J. (2013). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B, 369, 20120395. http://dx.doi.org/10.1098/rstb.2012.0395
Huntsinger, C.S., & Jose, P.E. (2009). Parental involvement in children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24, 398-410.
Huntsinger, C.S., Jose, P.E., Liaw, F., & Ching, W. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and TaiwanChinese families. International Journal of Behavioral Development, 21, 371-388.
Inomata, T., Uno, A., Sakai, A., & Haruhara, N. (2016). Contribution of cognitive abilities and home literacy activities to Hiragana reading and spelling skills in kindergarten children. Japan Journal of Logopedics and Phoniatrics, 57, 208–216.
Inoue, T., Georgiou, G., Parrila, R., & Kirby, R. J. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22, 273-288.
Ip, P., Rao, N., Bacon-Shone, J., Li, S. L., Ho, F. K., Chow, C., & Jiang, F. (2016). Socioeconomic gradients in school readiness of Chinese preschool children: The mediating role of family processes and kindergarten quality. Early Childhood Research Quarterly, 35, 111-123.
Kim, Y.-S. (2009). The foundation of literacy skills in Korean: The relative contribution of lettername knowledge and phonological awareness and their interrelationship in Korean. Reading and Writing: An interdisciplinary Journal, 22, 907–931.
Kirby, J.R., & Hogan, B. (2008). Family literacy environment and early literacy development. Exceptionality Education International, 18, 112-130.
Kirby, J.R., Parrila, R., & Pfeiffer, S.L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453–464.
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. et al. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686–694.
Lau, J.Y.-H., & McBride-Chang, C. (2005). Home literacy and Chinese reading in Hong Kong children. Early Education and Development, 16, 5–22.
Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., … Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52, 212-220.
Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95, 258–267.
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, 82-90.
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35, 287-307.
Liao, C.-H., Georgiou, G., Zhang, X., & Nurmi, J.-E. (2013). Cross-lagged relations between achievement strategies and literacy skills in Chinese. Learning and Individual Differences, 25, 73-79.
Liao, C.-H., Georgiou, G.K., & Parrila, R. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing: An Interdisciplinary Journal, 21, 231–253.
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.
Liu, P.D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62-73.
Manolitsis, G., Georgiou, G.K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning & Instruction, 21, 496-505.
Manolitsis, G., Georgiou, G.K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703.
Naglieri, J.A., & Das, J.P. (1997). Das-Naglieri Cognitive Assessment System. Itasca, IL: Riverside Publishing.
Ng, F.F., Pomerantz, E.M., & Lam, S. (2007). European American and Chinese parents’ responses to children’s success and failure: Implications for children’s responses. Developmental Psychology, 43, 1239–1255.
Ninio, A. (1990). Early environmental experiences and school achievement in the second grade: An Israeli study. International Journal of Behavioral Development, 13, 1-22.
Pan, J., Kong, Y., Song, S., McBride, C., Liu, H., & Shu, H. (2017). Socioeconomic status, parent report of early language skills, and late literacy skills: A long term follow-up study among Chinese children. Reading and Writing: An Interdisciplinary Journal, 30, 401-416.
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 rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103, 897–908.
Pan, Y., Gauwain, M., Liu, Z., & Cheng, L. (2006). American and Chinese parental involement in young children’s mathematics learning. Cognitive Deveopment, 21, 17-35.
Rashid, F.L., Morris, R.D., & Sevcik, R.A. (2005). Relationship between home literacy environment and reading achievement in children with reading disabilities. Journal of Learning Disabilities, 38, 2-11.
Raz, I.S., & Bryant, P. (1990). Social background, phonological awareness and children’s reading. British Journal of Developmental Psychology, 8, 209–225.
Roth, F.P., Speece, D.L., & Cooper, D.H. (2002). A longitudinal analysis of the connection between oral language and early reading. The Journal of Educational Research, 95, 259-272.
Ruan, F.-J., Zhou, H., & Li, L. (2006). 家庭读写环境对幼儿语音意识的作用. [The role of home literacy in children’s phonological awareness]. Psychological Development and Education, 1, 13-17.
Scarborough, H.S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511.
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.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520–536.
Sénéchal, M., LeFevre, J., Thomas, E.M., & Daley, K.E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
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). Boston, MA: Kluwer Academic Publishers.
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. Learning and Instruction, 20, 61–71.
Slates, S.L., Alexander, K.L., Entwisle, D.R., & Olson, L.S. (2012). Counteracting summer slide: Social capital resources within socioeconomically disadvantaged families. Journal of Education for Students Placed at Risk, 17, 165-185.
Stephenson, K.A., Parrila, R.K., Georgiou, G.K., & Kirby, J.R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24–50.
Stevenson, H.W., & Lee, S.Y. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monograph of the Society for Research in Child Development, 55, (1-2, Serial No. 221).
Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading. Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., … 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.
Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). The Stanford–Binet intelligence scale: Fourth edition guide for administrating and scoring. Chicago, IL: Riverside.
Torppa, M., Georgiou, G., Niemi, P., Lerkkanen, M.-K., & Poikkeus, A.-M. (2017). The precursors of double dissociation between reading and spelling in a transparent orthography. Annals of Dyslexia, 67, 42-62.
Torppa, M., Poikkeus, A.-M., Laakso, M.-L., Eklund, K., & Lyytinen, H. (2006). Predicted delayed letter name knowledge and its relation to Grade 1 reading achievement in children with and without familial risk for dyslexia. Developmental Psychology, 42, 1128- 1142.
Torppa, M., Poikkeus, A.-M., Laakso, M.-L., Tolvanen, A., Leskinen, E., Leppänen, P.H.T., ... Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia.
Scientific Studies of Reading, 11, 73-103.
Tu, W. (1985). Confucian thought: Selfhood as creative transformation. Albany, NY: SUNY Press. 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, 271-281.
van Bergen, E., de Jong, P.F., Maassen, B., & van der Leij, A. (2014). The effect of parents’ literacy skills and children’s preliteracy skills on the risk of dyslexia. Journal of Abnormal Child Psychology, 42, 1187-1200.
van Bergen, E., de Jong, P.F., Regtvoort, A., Oort, F., van Otterloo, S., & van der Leij, A. (2011). Dutch children at family risk of dyslexia: Precursors, reading development, and parental effects. Dyslexia, 17, 2-18.
van Bergen, E., van Zuijen, T., Bishop, D., & de Jong, P.F. (2016). Why are home literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52, 147-160.
Vasilyeva, M., Dearing, E., Ivanova, A., Shen, C., & Kardanova, E. (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first graders. Early Childhood Research Quarterly, 42, 11–20.
Wagner, R., Torgesen, J., & Rashotte, C.A. (1999). CTOPP: Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
Wang, J.H.Y., & Guthrie, J.T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39, 162-186.
Weigel, D.J., Martin, S.S., & Bennett, K.K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176, 357-378.
Zhang, S.-Z., Georgiou, G., Xu, J.-N., Liu, J.-M., Li, M., & Shu, H. (2018). Different measures of print exposure predict different aspects of vocabulary. Reading Research Quarterly, 53, 443-454.
Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., … Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology, 49, 665-671.
