Characteristics and influence of home literacy environment in early childhood-centered literacy orientation

Mascarenhas, Sandra Sylvia; Moorakonda, Rajesh Babu; Agarwal, Pratibha; Lim, Sok Bee; Sensaki, Sonoko; Chong, Yap Seng; Allen, John C.; Daniel, Lourdes Mary

doi:10.1177/2010105816674738

Cited by 12 publications

(12 citation statements)

References 55 publications

(107 reference statements)

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“…These results agree with those described in previous research. For instance, Yeo et al (2014) have noted the influence of the mother tongue on the reading skills of children aged 6, and Mascarenhas et al (2017) have shown how the mother tongue of caregivers of a 12-month-old child is a measure that, among others, may influence their later reading development. This circumstance is compounded when added to low socioeconomic status (Davis et al, 2016;Marcella, Howes, & Fuligni, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The relevance of the home literacy environment for children's reading development has been the subject of several studies over the last 20 years, as reflected in recent papers by Hofslundsengen, Gustafsson, and Hagtvet (2018), Marsh, Hannon, Lewis, and Ritchie (2015), Mascarenhas et al (2017) and Neumann (2016), among others. Parents' engagement in literacy activities at home has been pointed to be relevant to children's reading comprehension (Baker & Scher, 2002) as well as to their interest in reading and print (Weigel et al, 2006).…”

Section: Reading Comprehension and Literacy Interfacementioning

confidence: 99%

“…However, not all these activities have the same relevance in terms of the development of children's reading comprehension. For instance, visiting the library with children and singing have a weaker impact (Burgess et al, 2002;Mascarenhas et al, 2017;Yeo et al, 2014) than shared reading (Baker, 2013;Burgess et al, 2002;Mascarenhas et al, 2017;Steiner, 2014;Yeo et al, 2014). Moreover, the conversations and interactions promoted by shared reading (Hill & Diamond, 2013;Mol, Bus, de Jong, & Smeets, 2008) enable children to develop certain skills and attitudes, such as the increase of vocabulary (Harvey, 2016), text comprehension or the enjoyment of reading (Jung, 2018).…”

Section: Reading Comprehension and Literacy Interfacementioning

confidence: 99%

“…The parents' educational level is also a determining factor for the literacy development of children (Baker, 2013;Hofslundsengen et al, 2018;Yeo et al, 2014), being a predictor of linguistic skills and the development of children's emergent literacy (Bracken & Fischel, 2008). The number of books at home is another indicator of the reading performance of children (Griffin & Morrison, 1997;Harvey, 2016;Puglisi, Hulme, Hamilton, & Snowling, 2017), either the total amount of books (Mascarenhas et al, 2017;Sénéchal, 2012) or the number of children's books (Sénéchal, 2006;Swain & Cara, 2017). The amount of reading books depends in most of cases on the family's socioeconomic status (Merlo, Bowman, & Barnett, 2007).…”

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

“…There are some controversial aspects about the concept of a limiting environment and its dimensions. Although socioeconomic status has been considered as a relevant indicator of the impact of the home environment on the literacy development of children (Burgess, 2011;Mascarenhas et al, 2017), recent research has highlighted its small, predictive role for parent-children interactions, linking socioeconomic status just to the resources available at home (Myrtil, Justice, & Jiang, 2019). Some research also points to the diversity of literacy beliefs and practices observed in low-income families (Davis et al, 2016) and highlights the relevance of literacy interactions regardless of the family's income (Grieshaber, Shield, Luke, & Macdonald, 2012).…”

Section: Reading Comprehension and Limiting Environmentmentioning

confidence: 99%

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Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old. Results The analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home. Conclusions Our research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective. Highlights What is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for t...

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