Contributions of the Home Literacy Environment and Underlying Language Skills to Preschool Invented Writing

Autor/inn/en	Hofslundsengen, Hilde; Gustafsson, Jan-Eric; Hagtvet, Bente Eriksen
Titel	Contributions of the Home Literacy Environment and Underlying Language Skills to Preschool Invented Writing
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 5, S.653-669 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hofslundsengen, Hilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1420686
Schlagwörter	Family Literacy; Family Environment; Language Skills; Preschool Children; Writing Skills; Norwegian; Foreign Countries; Parents; Parent Attitudes; Writing Achievement; Parent Background; Educational Attainment; Correlation; Vocabulary Skills; Phonological Awareness; Emergent Literacy; Invented Spelling; Oral Language; Young Children; Alphabets; Writing Tests; Native Language; Norway + Suchen Sie Ihr Suchwort? Familienmilieu; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Norwegisch; Ausland; Eltern; Elternverhalten; Elternhaus; Bildungsabschluss; Bildungsgut; Korrelation; Aktiver Wortschatz; Frühleseunterricht; Rechtschreibdidaktik; Oral interpretation; Mündlicher Sprachgebrauch; Frühe Kindheit; Buchstabenschrift; Writing test; Schreibtest; Norwegen
Abstract	This study aimed to enhance our knowledge of the constituent variables affecting invented writing skills in 5-year-olds by investigating the concurrent relationships among home literacy, underlying language skills, and invented writing. The study comprised 111 Norwegian-speaking children (mean age: 5.7 years; 58 girls) and their parents. The children's language skills were tested individually. The results showed that, on average, children achieved low scores on tests of word writing; however, the within-group variations in the children's invented writing performances were large. The statistical modeling showed that parental education was significantly related to the home literacy environment, which was, in turn, directly related to both vocabulary and phonological awareness and indirectly related to invented writing skills. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01