Preschool home literacy practices and children's literacy development: A longitudinal analysis.

By Michelle Hood, E. Conlon, Glenda Andrews. 2008

424 citations recorded by the source corpus.

In this 3-year longitudinal study, the authors tested and extended M. Senechal and J. Le Fevre's (2002) model of the relationships between preschool home literacy practices and children's literacy and language development. Parent-child reading (Home Literacy Environment Questionnaire plus a 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% male participants; 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 nonverbal ability were controlled. Parental teaching was independently related to R. W. Woodcock's (1997) preschool Letter-Word Identification scores (R²change = 4.58%, p = .008). This relationship then mediated the relationships between parental teaching and Grades 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 (R²change = 5.6%, p = .005). Thus, both home practices are relevant but to different aspects of literacy and language development.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/865adfe6dd45e10b9f6b35f7f0db19dadb1d99c5

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In Developmental and Educational Psychology

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Citations in the corpus

Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study (2012, background): “Such differential effects of joint writing as opposed to storybook reading gained support in correlative studies (Aram & Levin, 2002; Hood et al., 2008 ; S e´ne ´chal & LeFevre, 2002).”
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, background): “Hood et al. (2008), for example, showed that parent teaching was uniquely associated with letter knowledge at age 5, which subsequently mediated the relationship between parent teaching and word reading skill in Grades 1 and 2.”
The Home Literacy Environment and Preschool Children's Reading Skills and Interest (2014, background): “In Australia, Hood, Conlon, and Andrews (2008) found that parental teaching practices in the home were related to preschool letter identification and that they were more important than storybook reading in fostering emergent literacy skills.”
The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (2009, background): “While many parents engage in daily storybook reading with children, formal literacy teaching is more relevant in children’s literacy acquisition ( Hood et al. 2008 ).”
Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, result): “…contrast with the strong research evidence on the effects of parent–child reading in facilitating children’s first-language vocabulary learning (e.g. Hood et al., 2008), and the positive links between parental reports on parent–child reading practices and children’s language abilities in a second…”