Links among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers at Risk for Reading Difficulties

Autor/inn/en	Baroody, Alison E.; Diamond, Karen E.
Titel	Links among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers at Risk for Reading Difficulties
Quelle	In: Topics in Early Childhood Special Education, 32 (2012) 2, S.78-87 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410392803
Schlagwörter	Reading Difficulties; School Readiness; Reading Readiness; Childhood Interests; Receptive Language; Emergent Literacy; Family Environment; Preschool Children; At Risk Persons; Comparative Analysis; Correlation; Gender Differences; Parents; Educational Attainment; At Risk Students; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Readiness for school; School ability; Schulreife; Reading rate; Reading speed; Lesegeschwindigkeit; Rezeptive Kommunikationsfähigkeit; Frühleseunterricht; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Korrelation; Geschlechterkonflikt; Eltern; Bildungsabschluss; Bildungsgut
Abstract	Researchers have suggested that children who are interested in literacy activities and voluntarily engage in them are likely to become better readers than children with less literacy interest. Literacy interest, along with engaging literacy activities and responsive teaching, are important components in children's early literacy experiences. This study examines associations among children's self-reported literacy interest, their parents' reports of home literacy environment (HLE), and their code-related skills. Overall, literacy interest was related to code-related skills (i.e., letter-word identification and alphabet knowledge). HLE was not related to code-related skills. Further analyses reveal different patterns of relations among interest and code-related skills for children with low receptive language scores compared to their peers with age-level receptive language scores. These results suggest that taking advantage of individual children's interests as well as planning activities that are likely to be interesting may be effective strategies for promoting children's learning of important school readiness skills. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10