Preschool home literacy practices and children's literacy development
A longitudinal analysis.
Bibliographic Data
| ID | 23316682 |
|---|---|
| Authors | Michelle Hood (0000-0002-2240-030X, Griffith University), Elizabeth G Conlon (Griffith University), Elizabeth Conlon (0009-0002-7717-1062), Glenda Andrews (0000-0001-8047-9151, Griffith University) |
| Year | 2008 |
| Volume | 100 |
| Issue | 2 |
| Pages | 252-271 |
| Publication date | 2008-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.100.2.252 |
| OpenAlex | W2028024439 |
| Language | EN |
| Citations received | 100 |
| References cited | 22 |
This 3-year longitudinal study tested and extended Snchal and Le Fevre's (2002) model of the relationships between pre-school home literacy practices and children's literacy and language development.Parent-child reading (home literacy environment questionnaire plus children's Title Recognition Test) and parental teaching of letters, words and name writing were assessed 6 months prior to children's school entry.The 143 children (55% males; mean age 5.36 years, SD = 0.29) attended Gold Coast, Australia government Preschools.Parent-child reading and literacy teaching were only weakly correlated (r = .18),and were related to different outcomes consistent with the original model.Age, gender, memory, and non-verbal ability were controlled.Parental teaching was independently related to Preschool Woodcock Letter-Word Identification scores (R 2 change = 4.58%, p = .008).This relationship then mediated the relationships between parental teaching and Grade 1 and 2 letter-word identification, single-word reading and spelling rates, and phonological awareness (rhyme detection and phonological deletion).Parent-child reading was independently related to Grade 1 vocabulary (R 2 change = 5.6%, p =.005).Thus, both home practices are relevant, but to different aspects of literacy and language development.
Developmental psychology · Early literacy · Emergent literacy · Family literacy · Literacy · Literacy Education · Mathematics education · Pedagogy · Child Development and Digital Technology · Language Development and Disorders · Psychology · Reading and Literacy Development
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| Unique citing works | 100 |
|---|---|
| Citations per year | 5,88 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 88 |