Intervention in the Home Literacy Environment and Kindergarten Children's Vocabulary and Phonological Awareness

Autor/inn/en	Niklas, Frank; Schneider, Wolfgang
Titel	Intervention in the Home Literacy Environment and Kindergarten Children's Vocabulary and Phonological Awareness
Quelle	In: First Language, 37 (2017) 5, S.433-452 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723717698838
Schlagwörter	Intervention; Family Environment; Family Literacy; Vocabulary Development; Kindergarten; Phonological Awareness; German; Language Acquisition; Parent Participation; Comparative Analysis; Child Development; Family Programs; Foreign Countries; Language Tests; Cognitive Development; Maturity (Individuals); Parent Attitudes; Questionnaires; Statistical Analysis; Correlation; Outcomes of Education; Phonemes; Parent Child Relationship; Preschool Children; Hierarchical Linear Modeling; Germany; Columbia Mental Maturity Scale + Suchen Sie Ihr Suchwort? Familienmilieu; Wortschatzarbeit; Deutscher; Sprachaneignung; Spracherwerb; Elternmitwirkung; Kindesentwicklung; Family program; Familienprogramm; Ausland; Language test; Sprachtest; Kognitive Entwicklung; Reifung; Elternverhalten; Fragebogen; Statistische Analyse; Korrelation; Lernleistung; Schulerfolg; Fonem; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Deutschland
Abstract	Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. Parents were offered to participate in one evening meeting and in an individual dialogic reading session. HLE and children's linguistic competencies were assessed before and twice after the intervention. Families in the complete intervention group did not differ from other families in any of the study variables at the beginning of the study. However, they significantly improved their HLE, and children in these families showed greater development in phonological awareness when compared with the other families. Results indicate that less intensive interventions can have long-lasting effects on HLE and children's development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01