Revisiting the home literacy model of reading development in an orthographically consistent language

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

“…In terms of the cognitive predictors of the SVR components, our findings are consistent with an existing body of research showing that phonological awareness, rapid naming, and letter knowledge are robust predictors of decoding (e.g., Kirby, Parrila, & Pfeiffer, 2003;Lerkkanen et al, 2004;Lonigan et al, 2000;Manolitsis, et al, 2011;Puolakanaho et al, 2007) and reading comprehension (e.g., Lepola et al, 2005;. However, their links to reading skills in Grades 2 and 3 were mediated by Grade 1 decoding and reading comprehension, which supports the validity of the SVR model in the Finnish language context.…”

“…Vocabulary has also been shown to be a significant predictor of reading comprehension (e.g., Cain et al, 2004;Manolitsis et al, 2011;Nation et al, 2004;Ouellette, 2006;Ricketts, Nation, & Bishop, 2007;Sénéchal, 2006;. In the present study, most of the contribution of vocabulary to reading comprehension was mediated by listening comprehension, which suggests that the variance in kindergarten vocabulary overlapped with that of listening comprehension in Grades 1 and 2.…”

“…Rapid naming tasks require rapid sequential naming of familiar items, thus being analogous with fluent reading. In addition to listening comprehension, early vocabulary has been shown to be a good predictor of reading development, particularly of reading comprehension (e.g., Cain et al, 2004;Manolitsis, Georgiou, & Parrila, 2011;Nation et al, 2004;Ouellette, 2006;Ricketts, Nation, & Bishop, 2007;Sénéchal, 2006;. It remains unclear, however, whether prereading skills affect reading comprehension directly or indirectly via decoding and listening comprehension.…”

The precursors of double dissociation between reading and spelling in a transparent orthography

“…We included two commonly used measures of home literacy environment: direct teaching of literacy skills and the amount of parent-child shared book reading (Sénéchal, 2006). We assume that the effects of the home literacy environment on word reading and spelling are likely to be mediated by letter knowledge and phonological awareness (e.g., Manolitsis et al, 2011;Niklas & Schneider, 2013;Sénéchal, 2006;Torppa et al, 2007). Thus, if good readers/poor spellers have a deficit in letter knowledge and/or phonological awareness then this may also be manifested in lower scores (less engagement by parents in reading activities with their children at home) in early home literacy environment.…”

Genetic transmission of reading ability

“…Several studies indicate which shared household factors correlate with reading ability. Aspects identified thus far include the number of books in a household, how much parents read, and socio-economic status (Evans, Kelley, Sikora, & Treiman, 2010;Leseman & de Jong, 1998;Manolitsis, Georgiou, & Parrila, 2011). However, correlates that are observed in the home environment do not necessarily represent an environmental cause, since such factors may be influenced by the genotype of the parents who provide the home environment (Kendler & Baker, 2007).…”