Examining Associations between Preschool Home Literacy Experiences, Language, Cognition and Early Word Reading: Evidence from a Longitudinal Study

Autor/inn/en	Simmons, Fiona R.; Soto-Calvo, Elena; Adams, Anne-Marie; Francis, Hannah N.; Patel, Hannah; Giofrè, David
Titel	Examining Associations between Preschool Home Literacy Experiences, Language, Cognition and Early Word Reading: Evidence from a Longitudinal Study
Quelle	In: Early Education and Development, 34 (2023) 1, S.152-180 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simmons, Fiona R.) ORCID (Soto-Calvo, Elena) ORCID (Adams, Anne-Marie) ORCID (Giofrè, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.2003623
Schlagwörter	Preschool Children; Family Literacy; Family Environment; Phoneme Grapheme Correspondence; Phonological Awareness; Inhibition; Self Control; Reading Tests; Vocabulary Development; Intervention; Nonverbal Ability; Intelligence Tests; Prediction; Parent Child Relationship; Parents as Teachers; Longitudinal Studies; Correlation; Executive Function; Foreign Countries; Parent Attitudes; Preschool Education; Color; Interference (Learning); Reaction Time; Visual Stimuli; Task Analysis; United Kingdom (England); British Ability Scales; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Hemmung; Selbstbeherrschung; Lesetest; Wortschatzarbeit; Intelligence test; Intelligenztest; Vorhersage; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Ausland; Elternverhalten; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen; Aufgabenanalyse
Abstract	Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children's language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time 1 (M[subscript age] = 3:11). At time 2, the children completed phonological awareness, vocabulary, inhibitory control and nonverbal reasoning assessments (M[subscript age] = 4:3) and at time 3 a word reading assessment (M[subscript age] = 5:3). Letter-sound interactions (a code-related home literacy index that included discussions about letter-sound associations) bore significant associations with children's word reading, whereas letter activities (a code-related index that was less focussed on letter-sound links) did not. Path analyses indicated that letter-sound interactions directly predicted regular word reading and predicted regular and irregular word reading indirectly via children's phonological awareness. These findings highlight that different aspects of code-related home literacy experiences are differentially associated with later word reading skills. Practice and Policy: The findings suggest that parents' integration of interactive, age-appropriate discussions that focus on letter-sound associations into children's everyday experiences may support emerging word decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01