Long-Term and Domain-Specific Relations between the Early Years Home Learning Environment and Students' Academic Outcomes in Secondary School

Autor/inn/en	Lehrl, Simone; Ebert, Susanne; Blaurock, Sabine; Rossbach, Hans-Günther; Weinert, Sabine
Titel	Long-Term and Domain-Specific Relations between the Early Years Home Learning Environment and Students' Academic Outcomes in Secondary School
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 1, S.102-124 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehrl, Simone) ORCID (Ebert, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1618346
Schlagwörter	Outcomes of Education; Correlation; Numeracy; Secondary School Students; Preschool Children; Early Adolescents; Emergent Literacy; Books; Parent Child Relationship; Foreign Countries; Socioeconomic Status; Educational Environment; Reading Skills; Mathematics Skills; Longitudinal Studies; Child Development; Verbal Communication; Germany + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Korrelation; Rechenkompetenz; Sekundarschüler; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Book; Buch; Monographie; Monografie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Deutschland
Abstract	The present study examines the longitudinal and differential impact of different dimensions of the early years home learning environment (HLE) on children's reading and mathematical competencies in secondary school, while taking early developmental outcomes and HLE during secondary school into account. During the preschool years, 554 three-year-old children were tested and have been followed up to the age of 13. The results show that book exposure and the quality of verbal interactions regarding mathematics both predicted mathematical outcomes in secondary school and that those effects were mediated through early language and arithmetic skills. Reading outcomes in secondary school were not directly predicted by early HLE but indirectly via early language and literacy skills. Path models reveal that the different dimensions of the early HLE were differentially associated with preschoolers' early competencies. All effects remained significant when including the concurrent HLE during secondary school which predicted reading outcomes directly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01