The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development

Autor/inn/en	Puglisi, Marina L.; Hulme, Charles; Hamilton, Lorna G.; Snowling, Margaret J.
Titel	The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development
Quelle	In: Scientific Studies of Reading, 21 (2017) 6, S.498-514 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hulme, Charles) ORCID (Hamilton, Lorna G.) ORCID (Snowling, Margaret J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1346660
Schlagwörter	Family Literacy; Family Environment; Genetics; Language Skills; Reading Skills; Mothers; Parenting Skills; Parent Child Relationship; Predictor Variables; Longitudinal Studies; At Risk Persons; Dyslexia; Preschool Children; Language Usage; Literacy Education; Phonological Awareness; Spelling; Story Reading; Correlation; Informal Education; Speech Therapy; Adults; Intelligence Tests; Factor Analysis; Semi Structured Interviews; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Familienmilieu; Humangenetik; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risikogruppe; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; Schreibweise; Korrelation; Informelle Bildung; Nichtformale Bildung; Entwicklungsproximale Sprachtherapie; Logotherapie; Intelligence test; Intelligenztest; Faktorenanalyse
Abstract	The home literacy environment is a well-established predictor of children's language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children's reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children's language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children's outcomes. In contrast, direct literacy instruction remained a predictor of children's reading/spelling skills. We argue that the relationship between early informal home literacy activities and children's language and reading skills is largely accounted for by maternal skills and may reflect genetic influences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01