ERIC Number: ED431557
Record Type: RIE
Publication Date: 1999-Mar-2
The Relations among Home-Literacy Factors, Language and Early-Literacy Skills, and Reading Acquisition.
LeFevre, Jo-Anne; Senechal, Monique
Researchers, parents, and teachers have suggested that the home environment is a likely source of experiences that can enhance the development of oral language and early literacy skills. This longitudinal study examined relations among home literacy factors, subsequent language and early literacy skills, and reading acquisition. Assessments included measures of vocabulary, listening comprehension, phonological awareness, alphabet knowledge, emergent spelling, single word reading, and standardized reading achievement, as well as parent questionnaires. A theoretically-based model of the relations among home literacy factors, early oral language/literacy skills, and end of Grade 1 reading was tested with data from the first cohort of children tested. The fit of the model was examined with data from the second cohort tested. The model hypothesized that home literacy experiences directly affect language and early literacy skills. The study found that parents' knowledge of children's literature was related to children's oral language skills, and the amount of teaching about reading and writing reported by parents was related to children's acquisition of early literacy skills. The impact of home literacy factors was mediated through language and early-literacy skills in that storybook reading and parent teaching did not predict significant unique variance in reading at the end of Grade 1. The findings support a distinction between storybook reading and parent teaching, with different links to early skills and, ultimately, to reading acquisition. (Contains 27 references.) (Author/KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).; Carleton Univ., Ottawa (Ontario).
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Albuquerque, NM, April 15-18, 1999).