Effects of Preschoolers' Storybook Exposure and Literacy Environments on Lower Level and Higher Level Language Skills

Autor/inn/en	Grolig, Lorenz; Cohrdes, Caroline; Tiffin-Richards, Simon P.; Schroeder, Sascha
Titel	Effects of Preschoolers' Storybook Exposure and Literacy Environments on Lower Level and Higher Level Language Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 4, S.1061-1084 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grolig, Lorenz) ORCID (Cohrdes, Caroline) ORCID (Schroeder, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9901-2
Schlagwörter	Preschool Children; Language Skills; Childrens Literature; Family Environment; Family Literacy; Child Care; Parent Child Relationship; Predictor Variables; Child Caregivers; Caregiver Child Relationship; Listening Comprehension; Story Reading; Vocabulary Skills; Grammar; Language Acquisition; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; 'Children''s literature'; Kinderliteratur; Familienmilieu; Kinderfürsorge; Kinderbetreuung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Caregiver; Caregivers; Carer; Hörverständnis; Aktiver Wortschatz; Grammatik; Sprachaneignung; Spracherwerb; Ausland; Deutschland
Abstract	The development of preschoolers' language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as most studies (a) investigate the effects on lower level language (LLL; e.g., vocabulary, grammar), but not the effects on higher level language (HLL; e.g., comprehension monitoring, narrative comprehension), and (b) focus on shared reading in the home literacy environment (HLE), but not on the child care literacy environment (CCLE) and the child as active literacy agent. We addressed these two gaps. First, we investigated the contributions of the HLE and the CCLE to the storybook exposure of 201 German preschoolers (MAge = 5; 5 years). A multilevel model showed that parents' storybook exposure was the most important predictor of children's storybook exposure. By contrast, child care workers' storybook exposure was not a significant predictor. Second, we explored the unique contributions of HLE, CCLE, and preschoolers' storybook exposure to LLL and HLL skills. Multilevel models showed that children's storybook exposure explained unique variance not only in LLL skills, but also in HLL skills. Literacy environments explained additional variance in LLL skills. In sum, our results suggest that literacy environments are differentially related to children's storybook exposure and language skills. Our finding that children's storybook exposure was a unique predictor of vocabulary, grammar, comprehension monitoring, and narrative comprehension indicates that shared book reading has the potential to foster a range of early literacy skills which predict reading comprehension. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01