Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency

Autor/inn/en	Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R.
Titel	Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency
Quelle	In: Scientific Studies of Reading, 22 (2018) 4, S.273-288 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Tomohiro) ORCID (Parrila, Rauno) ORCID (Kirby, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1435663
Schlagwörter	Family Environment; Emergent Literacy; Reading Skills; Reading Fluency; Parents as Teachers; Reading Aloud to Others; Books; Phonological Awareness; Alphabets; Vocabulary Development; Naming; Reading Rate; Accuracy; Reading Comprehension; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Foreign Countries; Predictor Variables; Reading Achievement; Reading Tests; Intelligence Tests; Verbal Ability; Statistical Analysis; Mediation Theory; Oral Reading; Structural Equation Models; Goodness of Fit; Canada; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Familienmilieu; Frühleseunterricht; Reading skill; Lesefertigkeit; Book; Buch; Monographie; Monografie; Buchstabenschrift; Wortschatzarbeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich; Ausland; Prädiktor; Leseleistung; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Mediationsverfahren; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Kanada
Abstract	We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01