Search results for "home literacy environment"
showing 10 items of 11 documents
The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia
2020
The potential role of home literacy environment (HLE) in children's language development has been widely studied. However, data on the HLE of children with familial risk (FR) of dyslexia are limited. In this longitudinal study, we examined (a) whether amount of book exposure and reading interest at age 4 were different in samples of Norwegian FR and no FR‐children, respectively, (b) whether these home literacy‐related factors exerted different effects depending on family‐risk status on vocabulary and grammar skills at school entry age (6 years) and (c) whether they contributed independently to language outcomes at age 6, after controlling for the 4;6‐year language skills. Results showed no …
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9
2020
This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and …
Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading an…
2021
This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately fo…
The precursors of double dissociation between reading and spelling in a transparent orthography.
2016
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, a…
Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia.
2021
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…
Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families
2014
This study examined the effect of home environment factors in the acquisition of early reading skills (orthographic awareness and decoding competence). To assess these factors, a sample of seventy-two (72) first grade learners (females = 55%; age range = 7–8 years) and their maternal parents (age range 26–61 years old) from low SES in Zambia's capital city, Lusaka were recruited. Parents, in response to a home literacy questionnaire, reported on their attitudes towards reading, literacy teaching in the home, the home literacy environment, presence of reading materials for adults and children, parental education, occupation, family size and family possessions. Two measures of reading skill w…
Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families
2020
Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1–4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spell…
Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia
2021
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…