Preschool Home Literacy Practices and Children's Literacy Development: A Longitudinal Analysis

Autor/inn/en	Hood, Michelle; Conlon, Elizabeth; Andrews, Glenda
Titel	Preschool Home Literacy Practices and Children's Literacy Development: A Longitudinal Analysis
Quelle	In: Journal of Educational Psychology, 100 (2008) 2, S.252-271 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.2.252
Schlagwörter	Phonological Awareness; Preschool Children; Parents as Teachers; Family Environment; Foreign Countries; Emergent Literacy; Reading Skills; Grade 1; Language Acquisition; Longitudinal Studies; Word Recognition; Grade 2; Spelling; Vocabulary Development; Reading Aloud to Others; Australia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Ausland; Frühleseunterricht; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Worterkennung; School year 02; 2. Schuljahr; Schuljahr 02; Schreibweise; Wortschatzarbeit; Australien
Abstract	In this 3-year longitudinal study, the authors tested and extended M. Senechal and J. Le Fevre's (2002) model of the relationships between preschool home literacy practices and children's literacy and language development. Parent-child reading (Home Literacy Environment Questionnaire plus a children's Title Recognition Test) and parental teaching of letters, words, and name writing were assessed 6 months prior to children's school entry. The 143 children (55% male participants; mean age = 5.36 years, SD = 0.29) attended Gold Coast, Australia government preschools. Parent-child reading and literacy teaching were only weakly correlated (r = 0.18) and were related to different outcomes consistent with the original model. Age, gender, memory, and nonverbal ability were controlled. Parental teaching was independently related to R. W. Woodcock's (1997) preschool Letter-Word Identification scores (R[superscript 2][subscript change] = 4.58%, p = 0.008). This relationship then mediated the relationships between parental teaching and Grades 1 and 2 letter-word identification, single-word reading and spelling rates, and phonological awareness (rhyme detection and phonological deletion). Parent-child reading was independently related to Grade 1 vocabulary (R[superscript 2][subscript change] = 5.6%, p = 0.005). Thus, both home practices are relevant but to different aspects of literacy and language development. (Contains 6 tables, 2 figures and 2 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10