The Home Literacy Environment and Preschool Children's Reading Skills and Interest

Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

doi:10.1080/10409289.2014.862147

Cited by 116 publications

(84 citation statements)

References 39 publications

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“…The second objective of the current research focused on the role played by the literacy interface to explain the pupils' reading comprehension. Our results, in line with the research by Burgess et al () and Yeo et al (), have highlighted the potential predictive capacity of the literacy interface for later reading comprehension. As described in the home literacy model, both formal and informal interactions at home, most of which find their place within the broad concept of the literacy interface, contribute to the development of skills influencing vocabulary acquisition and later reading comprehension (Sénéchal & LeFevre, ).…”

Section: Discussionsupporting

confidence: 93%

“…For instance, formal interactions have a positive effect on word decoding, phonological awareness and word recognition, whilst informal interactions help to boost vocabulary and oral language skills (Sénéchal & LeFevre, ). It has been found that formal and informal literacy activities are associated with the family's demographic context and socioeconomic status and are known as the home literacy environment (Burgess, Hecht, & Lonigan, ; Weigel, Martin, & Bennett, ; Yeo, Ong, & Ng, ).…”

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confidence: 99%

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Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old. Results The analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home. Conclusions Our research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective. Highlights What is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for t...

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

Home literacy environment and reading comprehension in Spanish primary education

Guzmán‐Simón

Flores

Pacheco-Costa

2020

Journal Research in Reading

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“…This aligns with a number of studies finding that child interest in reading was associated with better literacy scores (Frijters, Barron, & Brunello, 2000;Martini & Sénéchal, 2012). Indeed, recent research from Yeo, Ong, and Ng (2014) reported that parents' reports of the extent to which they engaged their children in reading and writing predicted higher reading comprehension and basic reading scores among their children. Moreover, maternal education was related to children's emergent literacy, as children's receptive vocabulary skills and alphabet knowledge were sensitive to maternal educational levels.…”

Section: Resultssupporting

confidence: 87%

Cultural capital theory: a study of children enrolled in rural and urban Head Start programmes

Bojczyk

Rogers-Haverback

Pae

et al. 2015

Early Child Development and Care

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Children from different backgrounds have disparate access to cultural capital, which may influence their academic success. The purpose of this study was to examine the links between family background, home literacy experiences, and emergent literacy skills among preschoolers enrolled in Head Start programmes. The background characteristics studied included urbanicity, maternal education, ethnicity, and family size among 112 preschool children (59 rural and 53 urban, M age = 56.78 months). Findings showed that rural and urban preschoolers may have similar literacy abilities. However, when maternal education was controlled for, family background variables and components of the home literacy environment predicted emergent literacy skills differently for the two groups. Moreover, mother's active involvement and the child's own engagement in literacy seemed to play a salient role in early literacy development across groups.

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“…Available reading motivation instruments typically target older groups of children and assume that children can read (see Sperling et al, 2013, for a review). The few studies investigating preschoolers have typically used parents' (e.g., Yeo et al, 2014) or teachers' (e.g., Lepola, 2004; see Morgan and Fuchs, 2007, for a review) judgements on the child's reading motivation. As teacher judgements on children's reading motivation may be biased by their gender role attitudes, in our study we wanted to use children's self-reports.…”

Section: Introductionmentioning

confidence: 99%

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

2015

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According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

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The Home Literacy Environment and Preschool Children's Reading Skills and Interest

Cited by 116 publications

References 39 publications

Home literacy environment and reading comprehension in Spanish primary education

Home literacy environment and reading comprehension in Spanish primary education

Cultural capital theory: a study of children enrolled in rural and urban Head Start programmes

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

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