How Does Home Literacy Environment Influence Reading Comprehension in Chinese? Evidence from a 3-Year Longitudinal Study

Autor/inn/en	Zhang, Su-Zhen; Inoue, Tomohiro; Shu, Hua; Georgiou, George K.
Titel	How Does Home Literacy Environment Influence Reading Comprehension in Chinese? Evidence from a 3-Year Longitudinal Study
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 7, S.1745-1767 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-09991-2
Schlagwörter	Family Environment; Literacy; Reading Comprehension; Kindergarten; Emergent Literacy; Vocabulary; Phonological Awareness; Naming; Chinese; Orthographic Symbols; Grade 1; Reading Skills; Word Recognition; Grade 2; Family Income; Parent Background; Educational Attainment; Childrens Literature; Books; Expectation; Predictor Variables; Foreign Countries; China + Suchen Sie Ihr Suchwort? Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Leseverstehen; Frühleseunterricht; Wortschatz; China; Chinesen; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Worterkennung; School year 02; 2. Schuljahr; Schuljahr 02; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Expectancy; Erwartung; Prädiktor; Ausland
Abstract	Although several studies have examined the role of home literacy environment (HLE) in learning to read in Western societies, little is known about the role of HLE in Chinese reading. In addition, the few studies in Chinese have not tested the possible effects of HLE on reading comprehension. Thus, the purpose of this study was to examine the direct and indirect effects of different aspects of HLE (formal literacy experiences, informal literacy experiences, and access to literacy resources) on reading comprehension in Chinese. One hundred fifty-nine third year kindergarten children (70 girls and 89 boys; M[subscript age] = 72.62 months) participated in the study. In kindergarten, they were assessed on emergent literacy skills (vocabulary, phonological awareness, pinyin knowledge, rapid naming), in Grade 1, on word reading, and, in Grade 2, on reading comprehension. In addition, parents filled out a questionnaire on their education and income, the frequency of different HLE activities, the number of children's books at home, and their expectations, when their children were in kindergarten. Results of structural equation modeling showed that formal literacy experiences predicted reading comprehension through the effects of pinyin knowledge on word reading. Access to literacy resources predicted reading comprehension through the effects of rapid naming, phonological awareness, and vocabulary. Finally, informal literacy experiences did not predict any of the emergent literacy skills or reading outcomes. Our findings provide only partial support of the home literacy model and suggest that the culture in which environmental effects take place may determine what aspects of the home literacy environment contribute to children's reading performance and what not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01