Home Literacy Environment and the Beginning of Reading and Spelling

Autor/inn/en	Niklas, Frank; Schneider, Wolfgang
Titel	Home Literacy Environment and the Beginning of Reading and Spelling
Quelle	In: Contemporary Educational Psychology, 38 (2013) 1, S. 40-50Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.10.001
Schlagwörter	Forschungsbericht; Foreign Countries; Emergent Literacy; Prereading Experience; Reading Readiness; Knowledge Level; Alphabets; Spelling; Problems; Reading Difficulties; Phonological Awareness; At Risk Students; Identification; Kindergarten; Grade 1; Vocabulary; Cognitive Ability; Migration; Family Environment; Parents as Teachers; Germany + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Wissensbasis; Buchstabenschrift; Schreibweise; Problemsituation; Reading difficulty; Leseschwierigkeit; Identifikation; Identifizierung; School year 01; 1. Schuljahr; Schuljahr 01; Wortschatz; Denkfähigkeit; Familienmilieu; Deutschland
Abstract	Reading and writing are necessary prerequisites for a successful school career. Therefore it is important to identify precursor variables which predict these abilities early in order to identify children possibly at risk of developing reading or spelling difficulties. Relevant precursors include letter knowledge, phonological awareness (PA), vocabulary, and cognitive abilities. Moreover, also social aspects such as the socioeconomic status of the family (SES), the migration background and the "Home Literacy Environment" (HLE) are of importance. So far, only a few studies are available which analyse the early development of different possible explanatory factors simultaneously in the years before and after school enrolment. In particular, the relative impact of HLE on early and later linguistic competencies in a German context remains unclear. Thus, in our longitudinal study, covering the period from kindergarten to Grade 1, we focused on the role HLE plays in the development of language competencies of 921 German children, compared to the impact of several other important variables. The results highlight the importance of HLE for the development of linguistic competencies also for a German context. HLE was not only a good predictor of early vocabulary and PA, but additionally directly influenced PA at the beginning of primary school. Moreover, HLE acted as a mediator between SES and migration background on the one hand and the precursors on the other hand. This finding indicates that research and policy should focus more on the learning environments in families to improve children's achievement. (Contains 4 tables and 1 figure.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10