A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

Abstract

This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have more oral language related home experiences than print-related experiences. Similarly, the scores of the children's classroom environment that were related to oral language sources had the highest average of all rated dimensions. Print-related resources and experiences and provisions for book corners in the classrooms were limited. The results revealed that children's spring semester early literacy scores were significantly associated with their initial early literacy scores, mother's education level, and the classroom literacy environment. However, the home literacy environment was not significantly related to spring semester CAP scores.

Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities

“…Studies with bilingual primary students are also contradictory. There is evidence for a positive influence on expressive vocabulary (Altun, Tantekin Erden, & Snow, 2018; Duursma et al, 2007). However, other studies showed that the strength of the association between vocabulary and HLLA was strong in preschool but decreased to nonsignificance in primary grades in both the heritage language (Willard, Agache, Jäkel, Glück, & Leyendecker, 2015) and the environmental language (Sénéchal & LeFevre, 2014).…”

Anne Eğitim Düzeyi, Sözcük Bilgisi ve Sesbilgisel Farkındalık Becerilerinde Bir Risk Faktörü mü?

“…Okuma başarısının en güçlü yordayıcılarından sözcük bilgisi ve sesbilgisel farkındalık becerilerindeki bireysel farklılıklar, erken çocukluk döneminden itibaren gözlenebilmektedir (Altun, 2019;Altun, Tantekin-Erden, & Snow, 2018;Entwisle & Alexander, 1993;Koçak, Ergin, & Yalçın, 2014). Bu becerilerdeki bireysel farklılıklara neden olan en önemli faktörlerden biri ailenin sosyoekonomik özellikleridir (Rowe, Denmark, Harden, & Stapleton, 2016).…”

Okul Öncesi Öğretmen Adaylarının Kişisel Okuma Alışkanlıkları, Tutumları ve Deneyimlerinin Resimli Hikâye Kitabı Seçme Yeterliliklerini Yordama Düzeyi

“…Hikâye dinleme ve okuma, çocukların hem ev-içi hem de okul öncesi eğitim kurumlarında gelişimlerinin eğlenerek desteklendiği önemli etkinliklerden biridir. Yapılan araştırmalar okunan ve anlatılan hikâyelerin çocukların anlama, anlatma, kelime hazinesi, yazı farkındalığı, prososyal davranışlar ve matematik becerileri gibi birçok alanda gelişimlerine katkı sağladığını göstermektedir (Altun, 2016;Bus, van Ijzendoorn, & Pellegrini, 1995;Flack, Field, & Horst, 2017;HepBurn, Egan, & Flynn, 2010;Uzmen & Mağden, 2002). Resimli çocuk kitapları okul öncesi dönemde birçok kazanım, konu ve kavramın çocuklara kazandırılmasında bağlam oluşturmaktadır (Ulusoy & Altun, 2017).…”

“…Listening to and reading stories are important activities that support children's development both at home and at preschool institutions. Research has revealed that stories read and told to children contribute to their development in many areas, such as listening comprehension, narrative skills, vocabulary acquisition, print awareness, prosocial behaviors, and mathematical skills (Altun, 2016;Bus, van Ijzendoorn, & Pellegrini, 1995;Flack, Field, & Horst, 2017;Hepburn, Egan, & Flynn, 2010;Uzmen & Mağden, 2002). Picture books provide a context for children to be exposed to many concepts and topics, enabling the acquisition of these concepts during their early childhood education programs (Ulusoy & Altun, 2017).…”