NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032852
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
Sénéchal, Monique; LeFevre, Jo-Anne
Child Development, v85 n4 p1552-1568 Jul-Aug 2014
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M[subscript age]: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal, M., 2002) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle-class parents.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Primary Education; Kindergarten; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A