Facets of preschoolers' home literacy environments. What contributes to reading literacy in primary school?

Autor/inn/en	Lehrl, Simone; Ebert, Susanne; Rossbach, Hans-Günther
Titel	Facets of preschoolers' home literacy environments. What contributes to reading literacy in primary school?
Quelle	Aus: Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.): The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies. Bamberg: Univ. of Bamberg Press (2013) S. 35-62Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Bildungsniveau; Eltern; Familienerziehung; Kind; Kind-Eltern-Beziehung; Vorschule; Schuljahr 02; Grundschule; Schüler; Lernumgebung; Lernvoraussetzungen; Grammatik; Wortschatz; Lesekompetenz; Lesenlernen; Leseverstehen; Anreiz; Einflussfaktor; Bayern; Deutschland; Hessen
Abstract	How the family makes early contributions to the acquisition of children's emergent literacy skills and later reading literacy has received increased attention throughout the research literature. Numerous studies have accumulated evidence for the relation between the home literacy environment (HLE) when children are of preschool age (e.g., shared book reading interactions) and children's literacy and language skills. In order to understand how the HLE shapes children's reading literacy before formal schooling actually begins, it is important to examine how specific aspects of the HLE contribute to the development of children's reading literacy. After a short review of the existing research regarding the influence of the HLE on children's reading literacy, the current chapter presents findings from the BiKS-3-10 study. Many studies focus on only one specific aspect of the HLE - mainly, the frequency of shared book reading - at only one time point across the preschool period. By contrast, the present study examined the relation between various specific home literacy practices for children of preschool age (book exposure, formal instruction, and the quality of parent-child interactions during shared book reading) and children's reading literacy (basic reading skills and reading comprehension) in elementary school by using different measures (questionnaires and observations) at different measurement points. Results showed that the different aspects of the HLE were significantly related to the different aspects of reading literacy in elementary school. Furthermore, mediation analyses revealed that the effects of the HLE on reading literacy were mediated through emergent literacy skills. The findings underline the importance of the home literacy environment and indicate that research approaches should be strengthened by using multiple measures of the home literacy environment. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2