It Depends: Conditional Correlation between Frequency of Storybook Reading and Emergent Literacy Skills in Children with Language Impairments

Autor/inn/en	Petrill, Stephen A.; Logan, Jessica A. R.; Sawyer, Brook E.; Justice, Laura M.
Titel	It Depends: Conditional Correlation between Frequency of Storybook Reading and Emergent Literacy Skills in Children with Language Impairments
Quelle	In: Journal of Learning Disabilities, 47 (2014) 6, S.491-502 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412470518
Schlagwörter	Story Reading; Childrens Literature; Correlation; Emergent Literacy; Reading Skills; Language Impairments; Young Children; Kindergarten; Graphemes; Regression (Statistics); Family Environment; Special Education; Alphabets; Phonological Awareness; Questionnaires; Factor Analysis; Reading Habits; Expressive Language; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Korrelation; Frühleseunterricht; Reading skill; Lesefertigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; Regression; Regressionsanalyse; Familienmilieu; Special needs education; Sonderpädagogik; Sonderschulwesen; Buchstabenschrift; Fragebogen; Faktorenanalyse; Reading habit; Lesegewohnheit
Abstract	The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive vocabulary. Results suggested nonsignificant to moderate (r = 0.11 to 0.25) correlations between frequency of storybook reading and child emergent literacy across the entire range of environment and ability. Quantile regression results suggested that the association was highest at low frequency of storybook reading, particularly for print knowledge, approaching r = 0.50. Moreover, the association between frequency of storybook reading and emergent literacy was highest at higher levels of emergent literacy for print knowledge, but particularly for letter naming, approaching r = 0.80. These results suggest that in children with language difficulties, the relationship between aspects of the home environment and emergent literacy is conditional on the quality of the home environment as well as the child's proficiency in emergent literacy skills. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10