Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors

Altun, Dilek; Erden, Feyza Tantekin; Hartman, Douglas K.

doi:10.1007/s10643-021-01177-2

Cited by 23 publications

(20 citation statements)

References 79 publications

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“…Biological and environmental factors contribute to children's language development problems (Altun et al, 2022). However, studies have found that environmental factors have more influence on children's language development (Garcia et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Relationship between Parental Literacy Beliefs and Home Literacy Environment

Mad¹,

Mohamed²

2023

IJARPED

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Parental literacy beliefs and home environment play an important role in stimulating children's literacy development. Parents who believe that children's literacy development is highly dependent on them will be more likely to spend more time to create an atmosphere of literacy with their children. The main purpose of this study was to determine the relationship between parental literacy beliefs and home literacy environment. This study was conducted in Sungai Pelek, Selangor. Findings of this quantitative methods strategy study were based on data collected from 240 parents of KEMAS preschool children aged between five and six years. Data was collected with the aid of electronic questionnaire via Google Form. The Parental Reading Belief Inventory (PRBI) was used to measure parental literacy beliefs and the Home Observation for Measurement of the Environment (HOME) was used to measure the home literacy environment. The results showed that the parental 's literacy beliefs have a significant relationship with the home literacy environment. It showed weak correlation between parental literacy beliefs and home literacy environment. In conclusion, the literacy environment at home is not highly dependent on parents' belief in the important of literacy. It is recommended for future research can be expanded in various states in Malaysia with a larger sample size to increase generalization and produce more reliable data. Furthermore, it is recommended for future research to take into account of the predictive factors in children literacy development research.

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Section: Discussionmentioning

confidence: 99%

Relationship between Parental Literacy Beliefs and Home Literacy Environment

Mad¹,

Mohamed²

2023

IJARPED

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“…Several studies indicate that the home literacy environment is related to children's perceptions of reading. For example, if many books are available and parents and children regularly engage in shared reading, this stimulates children's interest in reading and positively influences their reading attitude (Altun, Erden, and Hartman 2022;Weigel, Martin, and Bennett 2006;Yeo, Ong, and Ng 2014). During the transition from kindergarten to formal reading instruction, children's reading attitude might develop in two ways.…”

Section: Transition From Kindergarten To Gradementioning

confidence: 99%

“…Correlations between reading attitude and (emergent) reading achievement measures and differences in reading attitude between children in kindergarten and Grade 1 were examined. As both reading attitude and reading achievement are found to be dependent on the home (literacy) environment (Altun, Erden, and Hartman 2022;Niklas and Schneider 2013;Silinskas et al 2020;Van Steensel 2006;Weigel, Martin, and Bennett 2006;Wiescholek et al 2018;Yeo, Ong, and Ng 2014), all analyses controlled for indicators of the home environment to prevent an overestimation of effects.…”

Section: Designmentioning

confidence: 99%

Attitudes towards reading amongst kindergarten and Grade 1 children

Sande

Dobber

Schaik

et al. 2022

European Early Childhood Education Research Journal

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The goals of the present study were to compare the reliability and convergent validity of two reading attitude measures for beginning readers and to get more insight into children's reading attitude around the transition to formal reading instruction. 468 children in kindergarten and Grade 1 completed a more traditional questionnaire based on Aarnoutse's (1990) Reading Attitude Scale and an alternative instrument based on Nielen et al.'s (2016) Picture Evaluation Task. Both measurements had adequate reliability for research purposes. Our analysis of the instruments' convergent validity suggested that the Picture Evaluation Task was a more appropriate task. Scores on the Picture Evaluation Task significantly correlated with reading achievement in Grade 1.. Further, first graders had significantly higher scores on the Picture Evaluation Task than kindergartners, while no age effect was found on the Reading Attitude Scale. Differences in correlations between kindergarten and Grade 1 suggest that less able students' reading attitude is negatively affected by initial difficulties in learning to read. KEYWORDS Reading attitude; (emergent) reading achievement; beginning readers; transition to formal reading instructionChildren's feelings about reading play an important role in their reading development (Petscher 2010). Reading attitude, which can be defined as 'a set of acquired feelings about reading that consistently predispose an individual to engage in or avoid reading' (Conradi, Jang, and McKenna 2014, 154), appears to incite a virtuous cycle: a positive attitude encourages more frequent reading, more frequent reading contributes to better reading skills, and better reading skills lead to more positive evaluations of reading (

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“…Learning while doing more activities brings more results for students because the impressions obtained by students are more durable and stored in their minds of students [7].…”

Section: Introductionmentioning

confidence: 99%

Efforts to Improve the Development of Naturalistic Intelligence through Outbound Methods at RA Muslimat NU XVII Keser Tunjungan District, Blora Regency

Mufid

Fatimah

Umar

et al. 2022

JOAW

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The naturalistic intelligence of early childhood is very important to be stimulated because at an early age child are faster to receive stimuli and apply the knowledge or knowledge they have acquired. One way to stimulate is through the outbound method. The naturalistic intelligence of grade B children at RA Muslimat NU XVII Keser, Tunjungan, and Blora has not yet been achieved and developed. Therefore, this study analyzes efforts to improve children's naturalistic intelligence through the outbound method. The type of method used by the researcher is qualitative, namely using analysis of interview data and in-depth observations in the field. From the data sources that the researchers got from the field, the researchers were able to formulate a problem statement on how to apply increasing naturalistic intelligence through the outbound method at RA Muslimat NU XVII Keser, Kec. Tunjungan, Blora? to increase naturalistic intelligence in children. The results of this study indicate an increase in the naturalistic intelligence of class B children RA Muslimat NU XVII Keser, Tunjungan, and Blora.

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Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors

Cited by 23 publications

References 79 publications

Relationship between Parental Literacy Beliefs and Home Literacy Environment

Relationship between Parental Literacy Beliefs and Home Literacy Environment

Attitudes towards reading amongst kindergarten and Grade 1 children

Efforts to Improve the Development of Naturalistic Intelligence through Outbound Methods at RA Muslimat NU XVII Keser Tunjungan District, Blora Regency

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