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ERIC Number: EJ1165918
Record Type: Journal
Publication Date: 2018-Feb
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0141-0423
Can Earlier Literacy Skills Have a Negative Impact on Future Home Literacy Activities? Evidence from Japanese
Inoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Maekawa, Hisao; Parrila, Rauno
Journal of Research in Reading, v41 n1 p159-175 Feb 2018
We examined the cross-lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty-two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross-lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A