Home Literacy Environment Of Children Research Articles

Home Literacy Environment and Parental Perceived Literacy Development in Children with Autism: A Mediation Model

The significant impact of the home literacy environment (HLE) on the literacy development and educational achievements of typically developing (TD) children has been well documented. The focus of the current research is to gain insights into the HLE of children with autism spectrum disorders owing to their literacy difficulties. We used online questionnaires to collect data on the HLE, literacy development, reading interest, and parent–child relationship from the parents of 120 school-aged Chinese children with autism. The results confirmed that the HLE of autistic children predicts their literacy development not only directly but also indirectly, through reading interest and the parent–child relationship. The mediating effect accounted for more than half of the total effect. The study highlights that children with autism could benefit from stimulating HLE as well as their TD counterparts.

Tracking the long-term effects of the Bookstart intervention: Associations with temperament and book-reading habits

This study tested whether Bookstart – a program promoting book reading in infancy – continues to have an impact well into Kindergarten. We distinguished between children who were more or less challenging to read to in infancy (more or less temperamentally reactive). Eighty percent (n = 471) of a sample participating in a study when the children were one year old – about half involved in Bookstart – agreed to complete a home literacy survey when the children were, on average, 72.1 months. A smaller group (n = 318) also consented to collect tests concerning language and math at children's Kindergarten. The findings show that language development when they are about to start learning to read still profits from Bookstart. Especially the temperamentally most reactive 50 % shows benefits (d = 0.21). Bookstart also improved children's home literacy environment (longer book reading sessions), but this effect did not explain Bookstart's impact in Kindergarten.

The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

AbstractBoth linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an average age of M = 37 months (SD = 4.00) at t1, this longitudinal study aimed at investigating the role of the HLE for the development of children's linguistic and socioemotional competencies in the early years. Children's receptive and expressive linguistic abilities were assessed with standardized tests and educators and parents reported on the HLE and shared reading routines, as well as children's socioemotional competencies and problem behavior three times across 1 year. In a structural equation model, children's HLE was a significant predictor of children's socioemotional competencies and problem behavior via linguistic abilities. Consequently, children's HLE and parental shared reading habits may be a good target for interventions to support young children's socioemotional learning by contributing to their linguistic development.

The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia.

The potential role of home literacy environment (HLE) in children's language development has been widely studied. However, data on the HLE of children with familial risk (FR) of dyslexia are limited. In this longitudinal study, we examined (a) whether amount of book exposure and reading interest at age 4 were different in samples of Norwegian FR and no FR-children, respectively, (b) whether these home literacy-related factors exerted different effects depending on family-risk status on vocabulary and grammar skills at school entry age (6 years) and (c) whether they contributed independently to language outcomes at age 6, after controlling for the 4;6-year language skills. Results showed no significant between-group differences in book exposure and reading interest. Furthermore, while interest in reading did not affect vocabulary and grammar in either group, book exposure contributed to vocabulary skills only in the FR-group by school entry. However, this longitudinal association was mediated by lexical skills at age 4;6, implying that the HLE has a positive indirect effect on later language development through its effect on early language. Thus, these findings can be taken to suggest that early intervention including exposure to various book-reading activities for pre-school FR-children with poor expressive vocabulary is worth considering.

The home literacy environment of school‐aged children with autism spectrum disorders

For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.HighlightsWhat is already known about this topic The home literacy environment (HLE) impacts the reading development of typically developing children. Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD. What this paper adds We examined the relationship between the HLE and reading for children with ASD. Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers. Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers. Implications for practice Home literacy practices appear to reflect child characteristics. Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.

Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors

Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their home literacy interactions is warranted. To identify unique HLE profiles within a large sample of children with LI, and to determine relevant caregiver- and child-specific factors that predict children's profile membership. Participants were 195 kindergarten and first-grade children with LI who were receiving school-based language therapy. Caregivers completed a comprehensive questionnaire regarding their child's HLE, and the extent to which their child engaged in shared book reading, were taught about letters, initiated or asked to be read to, and chose to read independently. Caregivers also answered questions regarding the highest level of maternal education, caregiver history of reading difficulties, and caregiver reading habits. Children completed a language and literacy battery in the fall of their academic year. Latent profile analyses indicated a three-profile solution, representing high, average and low frequency of the selected HLE indicators. Multinomial regression further revealed that caregivers' own reading habits influenced children's profile membership, as did child age and language abilities. These results highlight the considerable variability in the frequency of home literacy interactions of children with LI. Future work examining relations between familial reading practices and literacy outcomes for children with LI is warranted.

The home-literacy environment of young children with disabilities

Some studies have reported that young children with disabilities have qualitatively distinct home-literacy environments and interests than young children without disabilities. Such differences may contribute to differences in the early-literacy skills of children with and without disabilities. This study was designed to measure three distinct features of the home-literacy environment for children with and without disabilities (frequency of storybook reading, literacy teaching during book reading, children’s print interest; hereafter frequency, teaching, and interest) and determine the extent to which these may vary for the two groups of children. Parents of 692 preschool-aged children (57% with disabilities), all enrolled in inclusive early children special education classrooms, completed a comprehensive assessment of the home-literacy environment in fall of the academic year. Children’s teachers completed an assessment for each child on their early-literacy skills. The home-literacy environments of children with and without disabilities was distinguishable only for children’s interest; frequency and teaching were comparable. Importantly, children’s interest was positively associated, concurrently, with early-literacy skills. This study helps to pinpoint which aspect of the home-literacy environment distinguishes between children with and without disabilities. Findings also suggest the potential importance of identifying avenues to improve the print interest of young children with disabilities.

Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children With Autism and Their Peers

The purpose of the current study was to characterize and compare the emergent-literacy skills, print interest, and home-literacy environment of children with autism spectrum disorder (ASD) to their peers, as well as to examine the association between children’s emergent-literacy skills and their home-literacy environment. Results indicated that children with ASD had significantly higher alphabet knowledge and significantly lower print-concept knowledge when controlling for language ability compared with their peers. Children with ASD also had significantly lower print interest than their typical peers. Moreover, print interest and frequency of storybook reading were related to children’s alphabet knowledge. Clinical implications and areas for future research are discussed.

Mothers' and Fathers' Bookreading Predicts Preschoolers' Development in Turkish Immigrant and German Families

comparing associations between early literacy related activities and developmental outcome among ethnically diverse groups of children are scarce. The aims of this study were to: (a) document the differences in Turkish immigrant (n = 79) and German (n = 88) preschool children's home literacy environment (HLE), cognitive, and speaking proficiency test scores, (b) identify predictors of HLE and developmental status, and (c) disentangle effects of education and ethnicity on children's HLE and developmental status. Turkish immigrant children, on average, had lower HLE, cognitive, and speaking proficiency test scores when compared to their German peers. After controlling for parent education, HLE predicted children's test scores in both groups. Similarities in predictive patterns emphasize positive effects of a stimulating HLE for young children's development, irrespective of the cultural specificity of dyadic bookreading. Our findings suggest that increased efforts should be made to develop culturally sensitive intervention strategies to facilitate access to print materials for children and to promote both mothers' and fathers' bookreading.

Home literacy environment of pre‐school children with intellectual disabilities

For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without disabilities. Parent questionnaires concerning aspects of the HLE were used to investigate differences between 48 children with ID, 107 children without disabilities of the same chronological age and 36 children without disabilities of the same mental age (MA). Furthermore, for the children with ID, correlations were computed between aspects of the HLE and children's non-verbal intelligence, speech intelligibility, language and early literacy skills. From the results of the multivariate analyses of variance it could be concluded that the HLE of children with ID differed from that of children in the chronological age group on almost all aspects. When compared with children in the MA group, differences in the HLE remained. However, differences mainly concerned child-initiated activities and not parent-initiated activities. Correlation analyses showed that children's activities with literacy materials were positively related with MA, productive syntax and vocabulary age, and book orientation skills. Also, children's involvement during storybook reading was related with their MA, receptive language age, productive syntax and vocabulary age, book orientation and rapid naming of pictures. The amount of literacy materials parents provided was related to a higher productive syntax age and level of book orientation of the children. Parent play activities were also positively related to children's speech intelligibility. The cognitive disabilities of the children were the main cause of the differences found in the HLE between children with ID and children without disabilities. Parents also adapt their level to the developmental level of their child, which may not always be the most stimulating for the children.

Home literacy environment: characteristics of children with cerebral palsy

Various aspects of the home literacy environment are considered to stimulate the emergent literacy development in children without disabilities. It is important to gain insight into the home literacy environment of children with cerebral palsy given that they have been shown to have difficulty acquiring literacy skills. The aims of the present study were to investigate whether the home literacy environment of children with cerebral palsy was comparable with that of peers without disabilities and to investigate to what extent speech, fine motor, and intellectual impairments limit their home literacy experiences. Questionnaires addressed to the parents of the children were devised to investigate differences in the home literacy environment in 40 children with cerebral palsy and in 62 peers without disabilities who were comparable on chronological age, i.e., 6 years old, socio-economic status (SES) and sex. The relative influence of speech intelligibility, fine motor skills, and intelligence skills for the home literacy environment factors of children with cerebral palsy was investigated. Only a few group differences were significant: children with cerebral palsy were less interested in participating in writing activities, and less involved in word-orientation activities during shared storybook reading. On the other hand, parents of children with cerebral palsy were doing more leisure activities with their child. The speech intelligibility scores of the children with cerebral palsy predicted the amount of emergent literacy activities they were doing with their parents, as wells as their active participation in word-related activities during storybook reading. In addition, the active participation of the child in story-related activities could be predicted by his or her fine motor skills. Furthermore, parents of the children in the comparison group often had high expectations, while parents of the children with cerebral palsy often did not know what expectations to have for their child's literacy level at the end of elementary school. Although both groups have stimulating home literacy environments, children with cerebral palsy with speech or fine motor impairments are disadvantaged in a small number of literacy activities. Teachers and speech and language therapists can work with parents to give them suggestions on how to conduct emergent literacy activities with their child with speech impairments as well as how on to involve their child with speech and fine motor dysfunctions more actively in storybook reading activities. Furthermore, parents should be given more information about their child's language development in order the better to understand what goals are achievable so they may begin to form realistic expectations.

Relations Between Indian Children's Home Literacy Environment and Their English Oral Language and Literacy Skills

More than 90 million Indian children are becoming literate in English, yet the home literacy environment for Indian children learning English has not been explored. Preschool children (N = 50) from Bangalore, India, were assessed for vocabulary, phonological awareness, and print skills in English, their language of schooling. Parents reported on the home literacy environment via questionnaires and a children's book title checklist, adapted for an Indian sample. Parents' book-reading practices moderated the role of English in the home in predicting children's English receptive vocabulary, such that high levels of book reading compensated for low ambient levels of English in the home. English in the home also predicted children's phonological awareness, whereas parental book reading and teaching of print both predicted children's print skills. Implications for the role of book reading in families learning English as a second language are discussed.

Assessing the Home Literacy Environment

Abstract. As the findings of many studies have shown, different aspects of children's home literacy environment are related to the development of their language competence. We designed the Home Literacy Environment Questionnaire (HLEQ) to evaluate the quality of different aspects of the home literacy environment. This paper presents the development of this instrument, including: (1) the construction of the instrument based on the theoretical background and findings about the relation between family environment and child language development; (2) examination of the construct validity of the HLEQ and (3) an evaluation of its empirical criterion validity through correlations with children's achievements on a language development scale and their storytelling ability. Language competence was assessed with a sample of 4-year-old children that attended a Slovenian preschool. Using factor analysis, five HLEQ factors were identified: Stimulation to use language, explanation (F1), Reading books to the child, visiting the library and puppet theater (F2), Joint activities and conversation (F3), Interactive reading (F4) and Zone-of-proximal-development stimulation (F5). The findings show that some aspects of the home literacy environment (F2, F4 and F5) are positively related to different measures of child language development at 4 years of age and also contribute to a prediction of child language competence. Four HLEQ factors (F1, F2, F3, and F5) were also positively related to maternal level of education.