Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills

The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

“…The PIRLS results of recent years also consistently show that children in Arab countries in general score below the global average (Mullis et al 2012). While this may provide support to a popular argument among some Arab researchers that the low reading achievement of Arab students could be attributed to the Arabic orthography and diglossia (Abu-Rabia 2000;Saiegh-Haddad 2005, there has been increasing research unravelling the relationships between student motivation, family literacy environment, and reading comprehension (Becker et al 2010;Guthrie and Wigfield 2000;Taboada et al 2009;Wiescholek et al 2018). However, the latter stream of research has not been adequately conducted in the context of Arab countries where the learning of Arabic appears to be quite different from the learning of other languages.…”

“…The results of Wiescholek et al 's (2018) study suggest that both passive home literacy environment including parent attitudes towards reading, provision of reading resources and active home literacy environment including literacy interaction between parents and child have an independent, significant impact on children's literacy enjoyment. Parents' attitudes towards reading and parental expectations are shown to contribute to the development of children's positive attitudes toward literacy (Baker and Scher 2002;Ozturk et al 2016;Yeo et al 2014).…”

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

“…This expression refers to the quantity and quality of resources and skills that families possess and which permit them to offer their children new learning opportunities [ 20 , 21 ]. According to numerous authors, such as Inoue et al (2018), Sénéchal and Young (2008), and Wiescholek et al (2018) [ 22 , 23 , 24 ], among others, two dimensions of HLE can be distinguished: (i) passive HLE (hereafter HLE (P)), which relates to the parents’ attitude towards reading and how they function as reading role models, and; (ii) active HLE, which also encompasses the set of activities aimed at developing literacy skills that are carried out by families with their children. As a consequence, active HLE programs (hereafter HLE (A)) seek to make use of family relationships and involvement in the activities—focused on the promotion of language skills—that are carried out with children at an early age, with the objective of strengthening the reading habit, as well as the acquisition and development of oral language [ 14 ].…”

The digital home learning environment and its relation to children’s ICT self-efficacy

“…The important aspects of HLE can be summarized into five main categories (Bradley et al, 2019): (1) stimulation, which includes opportunities for exploration and learning; (2) instructions, referring to direct parental help, support, and guidance (e.g., during homework); (3) interactions, which include children's engagement in learning-stimulation activities, such as interactive parent-child activities; (4) motivation, which reflects the ways in which parents comment on their children's school performance and refers to parents' expectations regarding this performance; and (5) modeling, which refers to parents' own behavior, as well as their attitudes and expectations regarding the development of their child. Stimulation and modeling can be classified as passive aspects of HLE, whereas instructions, interactions, and motivation are aspects of HLE in which children are interactively involved (Bradley et al, 2019;Wiescholek et al 2018). To consider active and passive aspects equally, we focus on four of these five aspects: stimulation, instructions, interactions, and modeling.…”