Home literacy environment, literacy interest and emergent literacy in China
A person-oriented approach
Dados Bibliográficos
| ID | 21622010 |
|---|---|
| Autores | Zilin Bai (0000-0003-3991-3555, Beijing Normal University), Ting Qi (0000-0002-6515-1526, Beijing University of Posts and Telecommunications), Yunyun Zhang (0000-0002-3898-539X, Beijing Normal University), Danqi Gao (0009-0006-0277-7261, Beijing Normal University), Xiaomin Geng (0009-0008-1571-1987, Beijing Normal University), YOUYI LIU (0000-0003-1136-5630, Beijing Normal University), Li Liu (0000-0002-5257-3391) |
| Ano | 2025 |
| Volume | 44 |
| Fascículo | 7 |
| Páginas | 6155-6169 |
| Data de publicação | 2025-04-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Current Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Editora | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-025-07634-0 |
| OpenAlex | W4408218415 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 59 |
Despite emerging studies adopting latent classes analysis (LCA) to identify home literacy environment (HLE) classes and their association with emergent literacy skills in the Western context, a significant gap remains in understanding HLE classes within the East Asian context. In addition, the mechanism underlying the variation of emergent literacy across different HLE classes remains elusive. To address these issues, we engaged 2,422 caregivers of preschoolers aged 3–6 years in China, who completed self-report online questionnaires assessing home literacy environment, children’s literacy interest and emergent literacy ability. Our latent class analysis uncovered unique and complex patterns of HLE that diverge from those observed in Western research. Specifically, five distinct HLE classes were identified: high-all , high-active , high-passive , high-books and low-all . Moreover, our Bolck-Croon-Hagenaars (BCH) analysis showed that HLE classes differed in emergent literacy. Furthermore, the multi-categorical mediation model indicated that literacy interest mediated the links between HLE and emergent literacy in a class-specific way. This study provides insights for parents to optimize the HLE and nurture preschoolers’ literacy interest in the East Asian context
China · Literacy · Pedagogy · Political science · Child Development and Digital Technology · Multilingual Education and Policy · Psychology · Reading and Literacy Development
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.
Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills
Why Are Chinese Mothers More Controlling Than American Mothers? “My Child Is My Report Card”
Parents’ Involvement in Children’s Learning in the United States and China
Variations in the Home Literacy Environment of Preschool Children
Examining an Extended Home Literacy Model
Parental Involvement in the Development of Children’s Reading Skill
The Person-Oriented Versus the Variable-Oriented Approach
Extensions of Auxiliary Variable Approaches for the Investigation of Mediation, Moderation, and Conditional Effects in Mixture Models
Added Value of Dialogic Parent–Child Book Readings
Relations between socio‐cultural factors, the home literacy environment and children's literacy development in the first years of primary education
Robustness of Stepwise Latent Class Modeling With Continuous Distal Outcomes
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds
Preschool home literacy practices and children's literacy development
Uses of factor analysis in counseling psychology research.
A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development
Intrinsic and extrinsic motivation from a self-determination theory perspective
Statistical mediation analysis with a multicategorical independent variable
Common method biases in behavioral research
Integrating Person‐Centered and Variable‐Centered Analyses
The Bioecological Model of Human Development
Self-Reports in Organizational Research
Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills
Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
Family Risk and Externalizing Problems in Chilean Children
Mealtime talk that supports literacy development
Book reading and vocabulary development
The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Measures of preschool children's interest and engagement in literacy activities
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
Parental corporal punishment and children's problem behaviors
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
Estimating Latent Structure Models with Categorical Variables
Home environments and young Latino children's school readiness
Oral language and code-related precursors to reading
To read or not to read
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |