Links between preschoolers' literacy interest, inattention, and emergent literacy skills

Hume, Laura E.; Allan, Darcey M.; Lonigan, Christopher J.

doi:10.1016/j.lindif.2015.12.006

Cited by 32 publications

(22 citation statements)

References 63 publications

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“…Parenting is a highly cultural‐specific activity (Gutierrez & Rogoff, ; Rogoff et al, ), and research continues to show that there are many ways to raise children to become successful and productive members of society (National Academies of Sciences, Engineering, & Medicine, ; NRC, ). Although interest development in preschool has been linked to a number of positive developmental and academic outcomes in kindergarten and beyond (e.g., Fisher et al, ; Hume, Allan, & Lonigan, ; Leibham et al, ; Neitzel, Alexander, & Johnson, ), it may be that some parenting strategies that support science interest development are not as well suited for promoting other early childhood development outcomes, and vice versa, and that some strategies are appropriate in specific cultural contexts but not others. Furthermore, we recognize that the data in this study represent only brief snapshots of these families lives and do not acount for life circumstances, daily events, and other contextual factors that influenced how parents and children engaged during each of the research sessions.…”

Section: Discussionmentioning

confidence: 99%

Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

Pattison¹,

Dierking

2018

Science Education

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Fostering interest in science is critical for broadening engagement with science topics, careers, and hobbies.Research suggests that these interests begin to form as early as preschool and have long-term implications for participation and learning. However, scholars have only speculated on the processes that shape interest development at this age, when children's exposure to science primarily occurs during family-based learning experiences.Moving beyond speculation, we conducted a qualitative study with seven low-income mothers and their four-yearold daughters from Head Start to (a) develop a descriptive understanding of science-related interest development for preschool children from traditionally underserved communities and (b) identify differences across families that might explain the variation in children's interests. The study was conducted over 5 months and included two in-depth interviews and four videotaped sessions in which families engaged in science-related activities. Interviews suggested that children's science-related interests sparked by the sessions fell along a continuum, from focused interests specific to the materials provided during the sessions tobroad interests extending to more general topics and activity types. We also found important variation across families related to mothers' expression of affect, their involvement and leadership styles, and their approach to re-engaging children when they lost interest or changed focus. Science Education. 2019;103:362-388. wileyonlinelibrary.com/journal/sce 362 |

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Section: Discussionmentioning

confidence: 99%

Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

Pattison¹,

Dierking

2018

Science Education

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“…Empirical evidence on the relations between child interest in literacy and their home literacy environment is scarce. Based on a few reports that are available, child's interest has been found to be positively related to their home literacy environment (Martini and Sénéchal, 2012;Hume et al, 2016;Carroll et al, 2019). For instance, concurrent and longitudinal associations were found between exposure to book reading (e.g., the amount of children's books, shared reading, and children observing parent read) and children's interest in books, whereas parent teaching literacy (e.g., teaching letters, pointing out words, and playing rhyming games) was concurrently and longitudinally associated with children's interest in the alphabet and words (Hume et al, 2015).…”

Section: Children's Interest In Literacymentioning

confidence: 99%

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

et al. 2020

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According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent-child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children's engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children's engagement were examined, namely, children's independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children's reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children's independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children's progress in reading, whereas shared reading decreased over time. Fourth, children's own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model.

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“…Since children at age 3 are not expected to read, the finding that children who independently engaged more frequently with text had stronger language skills is notable. Children who are interested in literacy usually spend more time interacting with text (Carroll et al, 2019; Morgan & Fuchs, 2007) as well as engage more actively in literacy‐related activities (Hume, Allan, & Lonigan, 2016), resulting in stronger language skills (Hume et al, 2016; Martini & Sénéchal, 2012).…”

Section: Discussionmentioning

confidence: 99%

Home literacy practices in relation to language skills of children living in low‐wealth rural communities

Zgourou¹,

Bratsch‐Hines²,

Vernon–Feagans³

2020

Infant and Child Development

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Using a sample of 1,117 families living in low‐wealth rural areas, the current study focused on how home literacy practices for 3‐year‐old children were related to the children's language skills at ages 3 and 4. Three types of home literacy practices were explored: parent‐to‐child literacy practices, child literacy practices, and parent literacy practices. Results indicated that a variety of parent‐to‐child and child literacy practices frequently took place. Regression analyses showed that only child literacy practices were positively associated with language outcomes concurrently at age 3 and later at age 4. Findings have implications for early childhood educators and policy makers who may use this information to support literacy practices among families residing in low‐wealth rural areas. Highlights Home literacy practices in rural families were explored in relation to children's language skills. Home literacy practices at age 3 included parent‐to‐child literacy practices, child literacy practices, and parent literacy practices. Only child literacy practices were significantly associated with children's language skills at ages 3 and 4.

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Links between preschoolers' literacy interest, inattention, and emergent literacy skills

Cited by 32 publications

References 63 publications

Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

Early childhood science interest development: Variation in interest patterns and parent–child interactions among low‐income families

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

Home literacy practices in relation to language skills of children living in low‐wealth rural communities

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