Relations among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children with Language Impairment

Autor/inn/en	Sawyer, Brook E.; Justice, Laura M.; Guo, Ying; Logan, Jessica A. R.; Petrill, Stephen A.; Glenn-Applegate, Katherine; Kaderavek, Joan N.; Pentimonti, Jill M.
Titel	Relations among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children with Language Impairment
Quelle	In: Journal of Research in Reading, 37 (2014) 1, S.65-83 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/jrir.12008
Schlagwörter	Family Environment; Emergent Literacy; Individual Characteristics; Preschool Children; Language Impairments; Printed Materials; Disabilities; Oral Language; Story Reading; Reading Instruction; Correlation + Suchen Sie Ihr Suchwort? Familienmilieu; Frühleseunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Handicap; Behinderung; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Korrelation
Abstract	To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10