Can Earlier Literacy Skills Have a Negative Impact on Future Home Literacy Activities? Evidence from Japanese

Autor/inn/en	Inoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Maekawa, Hisao; Parrila, Rauno
Titel	Can Earlier Literacy Skills Have a Negative Impact on Future Home Literacy Activities? Evidence from Japanese
Quelle	In: Journal of Research in Reading, 41 (2018) 1, S.159-175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Tomohiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12109
Schlagwörter	Family Environment; Family Literacy; Japanese; Elementary School Students; Grade 1; Grade 2; Correlation; Gender Differences; Parents as Teachers; Parent Child Relationship; Questionnaires; Spelling; Reading Fluency; Parent Background; Educational Attainment; Reading Instruction; Reading Skills; Parent Attitudes; Foreign Countries + Suchen Sie Ihr Suchwort? Familienmilieu; Japaner; Japanisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fragebogen; Schreibweise; Elternhaus; Bildungsabschluss; Bildungsgut; Leseunterricht; Reading skill; Lesefertigkeit; Elternverhalten; Ausland
Abstract	We examined the cross-lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty-two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross-lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01