ERIC Number: EJ1028630
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 49
Relations among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children with Language Impairment
Sawyer, Brook E.; Justice, Laura M.; Guo, Ying; Logan, Jessica A. R.; Petrill, Stephen A.; Glenn-Applegate, Katherine; Kaderavek, Joan N.; Pentimonti, Jill M.
Journal of Research in Reading, v37 n1 p65-83 Feb 2014
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.
Descriptors: Family Environment, Emergent Literacy, Individual Characteristics, Preschool Children, Language Impairments, Printed Materials, Disabilities, Oral Language, Story Reading, Reading Instruction, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080037