Home Literacy Environment and the Beginning of Reading and Spelling.

By Frank Niklas, M. Schneider. 2013

313 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d0af5638d496c16f9272bd117f25ac1422185270

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. George K. Georgiou
2. Rauno Parrila
3. John R. Kirby
4. C. Tayler
5. Caroline Cohrssen
6. Frank Niklas
7. H. Rossbach
8. G. Šilinskas

In Education

1. George K. Georgiou
2. Rauno Parrila
3. C. Tayler
4. Caroline Cohrssen
5. John R. Kirby
6. Frank Niklas
7. H. Rossbach
8. G. Šilinskas

Citations in the corpus

• Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment (2016, methodology): “Research has shown that the HLE is closely associated with early child competencies and is a significant predictor of children’s cognitive development (see for example Melhuish et al. 2008; Niklas and Schneider 2013, 2014; Sénéchal and LeFevre 2002).”
• A Meta-Analysis of the Relation Between RAN and Mathematics (2017, background): “On the other hand, there are studies reporting either nonsignificant or weak correlations between RAN and mathematics (e.g., Niklas & Schneider, 2013) or high variance in the correlations (Hart, Petrill, Thompson, & Plomin, 2009).”
• The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, background): “Finally, children’s learning growth model in home effect studies showed that the home environment is a key factor predicting children’s reading comprehension in various sampling areas (Ciping et al., 2015; Niklas & Schneider, 2013).”
• Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “…literacy and numeracy activities with their children and that this involvement predicts children’s reading and mathematics ability (Manolitsis, Georgiou, & Tziraki, 2013; Melhuish et al., 2008; Niklas & Schneider, 2013; Sénéchal & LeFevre, 2002; Stephenson, Parrila, Georgiou, & Kirby, 2008).”
• Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment (2016, background): “Early learning of mathematical competencies occurs informally, such as when children interact with their parents at home, and experiences in the home environment influence the development of children before and after formal schooling starts (e.g., Niklas & Schneider, 2013, 2014).”
• Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, result): “Despite the consistent support for the home literacy model (de Jong & Leseman, 2001; Kirby & Hogan, 2008; Niklas & Schneider, 2013; Silinskas, Leppänen, Aunola, Parrila, & Nurmi, 2010), existing studies have some important limitations.”
• Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “…activities have been shown to be associated with non-symbolic mathematical skills (Skwarchuk et al., 2014), while the evidence concerning effects on symbolicmathematical skills is mixed (for positive effects, see Niklas & Schneider, 2013; for negative effects, see Huntsinger, Jose, & Lou, 2016).”
• Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills? (2020, background): “…research-article2020 de Bondt et al. et al., 2019) and has been identified as a key research focus for understanding individual differences in children’s reading proficiency in primary education (e.g., Bus et al., 1995; Niklas et al., 2016; Niklas & Schneider, 2013; Sénéchal & LeFevre, 2002, 2014).”