Characteristics of the preschool home literacy environment which predict writing skills at school

Abstract

Aspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, Mage = 6:7, SD = 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

Habilidades de preparación para la escuela y familias hispanas. Revisión documental

“…Desde el nacimiento, los niños disfrutan experiencias en casa que contribuyen a su preparación para la escuela, mismas que continúan aún después de ingresar a la educación oficial (O'Brien et al, 2020). El contar con materiales de lectura propios, o acceder a materiales de lectura por medio de las bibliotecas y utilizarlos en los actos de lectura compartida con los niños (Adams et al, 2021) y el jugar juegos con letras o palabras (Niklas & Schneider, 2017) son algunos de los elementos que constituyen un entorno de alfabetización en casa. El entorno de alfabetización en el hogar es un factor comprobado que contribuye al desarrollo del lenguaje y la alfabetización de los niños, así como a sus logros académicos (Niklas & Schneider, 2017;O'Brien et al, 2020).…”

“…El nivel de habilidades de preparación para la escuela que demuestran los niños el primer día de clases es importante ya que estas habilidades sientan las bases para logros académicos en los meses y años posteriores (Garcia & Weiss, 2017). Las variaciones en el nivel de habilidades al ingreso al kindergarten dependen en parte de las habilidades aprendidas fuera de la escuela, es decir, de las experiencias de aprendizaje y acciones intencionales de enseñanza a que fueron expuestos en casa (Wenz-Gross et al, 2018), incluyendo un entorno rico en alfabetización (Adams et al, 2021) desde el nacimiento y hasta el momento de ingresar al sistema educativo, así como de la historia familiar (Sabol et al, 2018).…”

The Effect of ELITA on English Writing Learning for College Students

“…A student must learn and be taught how to write well and correctly (Adams et al, 2021). Dalman (2015) asserts that writing activities are beneficial to increase intelligence, developing initiative and creative power, foster courage, and encouraging willingness and ability to gather information.…”

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

“…Others believe that PL is an important early education task and that educators should provide appropriate literacy activities and materials to promote children's letter awareness and reading readiness [15]. They have explored more practical ways to promote the effectiveness of children's literacy instruction and verify the positive impact of literacy on preschoolers' literacy learning [16].…”