Impact of Home Literacy Environment on Literacy Development of Children with Intellectual Disabilities: A Moderated Mediation Model

Wang, Qianqian; Ma, Minjie; Li, Miao; Huang, Yan; Wang, Tingzhao

doi:10.1080/10573569.2021.1923099

Cited by 11 publications

(9 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our study showed that there was a significant positive correlation between parents' education and reading interest of deaf children. This result is similar to that of typically developing children (Ho & Lau, 2018;Li & Tan, 2016;Niklas & Schneider, 2017) and that of children with some other types of disability (Wang et al, 2021). Currently, there are no studies in the literature on the relationship between parents' education and reading interest of deaf children.…”

Section: Discussionsupporting

confidence: 82%

“…Parent's education has been regarded as an important factor in influencing children's literacy development and reading interest (Altun et al, 2018;Inoue et al, 2018;Lyytinen et al, 1998). For typically developing children, it has been shown that household income in the child's family and parents' education have positive effects on children's reading interest and literacy development (Ho & Lau, 2018;Li & Tan, 2016;Niklas & Schneider, 2017), although similar results have been observed for children with intellectual disability (Wang et al, 2021).…”

Section: Parents' Education and Children's Reading Interestmentioning

confidence: 87%

See 1 more Smart Citation

Influence of parents' education and home literacy environment on reading interest of deaf children

Wang

Huang

et al. 2023

Journal Research in Reading

Self Cite

View full text Add to dashboard Cite

Background: Reading interest plays an important role in predicting and regulating the literacy development of deaf children, but the family factors influencing their reading interest have not been previously explored. The purpose of this study was to explore the effects of parents' education and home literacy environment (HLE) on reading interest of deaf children. Method: One hundred and thirty-two deaf children from Grades 1 to 6 aged 8-15 from China participated in our study. The parents of these children completed our survey of parents' education, HLE and children's reading interest. These variables were then processed and analysed by correlation, regression analyses and structural equation modelling.Results: HLE played a complete intermediary role in the regression relationship between parents' education and reading interest of deaf children, and this effect had no significant difference between genders. Conclusions: Parents' education has a positive and predictive effect on reading interest of deaf children, while creating a high-quality HLE may improve this effect.

show abstract

Section: Discussionsupporting

confidence: 82%

Section: Parents' Education and Children's Reading Interestmentioning

confidence: 87%

Influence of parents' education and home literacy environment on reading interest of deaf children

Wang

Huang

et al. 2023

Journal Research in Reading

Self Cite

View full text Add to dashboard Cite

show abstract

“…The HLE scale developed by Umek et al (2005) was used in this study. This scale has been used in related studies on Chinese children with typical levels of hearing (Lu et al, 2018) and for children with intellectual disabilities (Wang et al, 2021), showing high reliability and validity. The scale comprised 33 items in total with five components: stimulation to use language and explanation, reading books to the child visiting the library and puppet theater, joint activities and conversation, interactive reading, and zone-of-proximal-development stimulation.…”

Section: Measures Home Literacy Environment Scalementioning

confidence: 99%

“…The scale comprised 33 items in total with five components: stimulation to use language and explanation, reading books to the child visiting the library and puppet theater, joint activities and conversation, interactive reading, and zone-of-proximal-development stimulation. Due to the different language expression and the unique Chinese characteristics, four questions were revised as detailed in our recent study (Wang et al, 2021). For example, "I correct my child's use of dual and plural, and encourage her to use them correctly" in the original scale by Umek et al (2005) was changed to "I correct the child's use of polyphonic words in time, and encourage her to use them correctly."…”

Section: Measures Home Literacy Environment Scalementioning

confidence: 99%

See 1 more Smart Citation

Impact of home literacy environment on literacy development of children with hearing loss: A mediation model

Wang

Ma²,

Huang³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Reading presents an unsolved difficulty for children with hearing loss and research on factors influencing their literacy development is very limited. This work aimed to study the influence of home literacy environment (HLE) on literacy development of children with hearing loss and explore possible mediating effects of reading interest and parent-child relationship. 112 Chinese children with hearing loss were surveyed for scales of HLE, literacy development, reading interest, and parent-child relationship. Result analysis showed that HLE significantly predicted literacy development of children with hearing loss and this effect was no longer significant after including reading interest and parent-child relationship as variables. Further, HLE significantly predicted reading interest and parent-child relationship, each of which predicted literacy development and played a significant mediating role in HLE’s influence on literacy development. These findings provide educational tips for families of children with hearing loss.

show abstract

Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review

Biggs,

Arserio,

Robison

et al. 2023

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose: The aim of this scoping review was to map the research literature published in English and in peer-reviewed journals related to the home literacy environment of children and youth aged 3–21 years with intellectual and developmental disabilities (IDD) who have significant support needs, including children with complex communication needs. Method: A systematic search was conducted in four databases, along with forward and backward searching. The search yielded 60 studies, which included intervention and nonintervention studies. Data were charted related to participant characteristics, study focus, intervention components, study design and methodological rigor, and study results. Results: Findings provided insight into multiple dimensions of the home literacy environment for children with IDD, including the nature of parent views, practices, and interaction styles during shared reading. Findings also revealed gaps in the literature, specifically related to (a) limited representation of subgroups of children and youth with IDD, (b) limited representation of diverse families and caregivers, and (c) concerns about methodological quality. Conclusion: This review identifies important directions for future research and suggests ways to improve the design and delivery of home literacy interventions for children and youth with IDD and their families, including through family-centered and culturally responsive models. Supplemental Material: https://doi.org/10.23641/asha.22704817

show abstract

Impact of Home Literacy Environment on Literacy Development of Children with Intellectual Disabilities: A Moderated Mediation Model

Cited by 11 publications

References 51 publications

Influence of parents' education and home literacy environment on reading interest of deaf children

Influence of parents' education and home literacy environment on reading interest of deaf children

Impact of home literacy environment on literacy development of children with hearing loss: A mediation model

Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review

Contact Info

Product

Resources

About