Revisiting the home literacy model of reading development in an orthographically consistent language

We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also responded on a questionnaire regarding the frequency of storybook reading, the number of books at home, and the frequency of teaching letter names, sounds, and words. Reading fluency and comprehension were measured in grade 4. The results indicated that the early home literacy experience variables were related to the emergent literacy skills but did not directly predict future reading skills. Thus, the Home Literacy Model applies to consistent orthographies before any formal reading instruction takes place.     

Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment

In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies.     

The role of reading self-concept and home literacy practices in fourth grade reading comprehension

This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading). Information on child and family literacy practices was collected via a questionnaire administered to parents of participating children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond the primary grades.

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.

Home and preschool learning environments and their relations to the development of early numeracy skills

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.     

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.     

Examining problem-solving skills in technology-rich environments as related to numeracy and literacy

ABSTRACT

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.     

Child and home predictors of early numeracy skills in kindergarten

The present study investigated the influence of home numeracy experiences on early numeracy skills in kindergarten after controlling for cognitive and linguistic precursors. Eighty-nine children (mean age = 6.1 years) were tested on cognitive, linguistic, and early numeracy skills, and their parents completed a questionnaire on home numeracy practices and expectations. The results showed a unique contribution of parent–child numeracy activities and parents’ numeracy expectations on early numeracy outcomes next to individual child factors (i.e., early literacy skills and grammatical ability), stressing the importance of home numeracy experiences on early numeracy skills.     

Reading and spelling among nonvocal children with cerebral palsy: Influence of home and school literacy environment

In literacy research, home literacy experiences and exposure to print have been ascribed a contributing role in later reading development along with metalinguistic and other cognitive skills. In a study on reading and spelling skills in nonvocal children the home and school literacy experiences of 35 children with cerebral palsy were studied by means of questionnaires. The questionnaires were completed by the parents and teachers. The answers from the disability group were compared with the answers from two comparison groups, one matched for mental age and sex and the other for sex and IQ. The results revealed few differences in the home literacy experiences of the three groups. The children of all three groups had access to a variety of printed materials, and there were no differences in the parents' reading habits or in their values and high priority given to literacy. The disabled children took a passive role in story reading with little linguistic interaction, and the parents took the active part. The results indicated that home literacy experiences in the groups studied at best had a marginal influence on reading development. Individual differences in speech and language abilities were proposed to have higher explanatory value of the low literacy skills found among nonvocal children.     

On the effects of motivation on reading performance growth in secondary school

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.     

The influence of speech perception,oral language ability,the home literacy environment,and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation

Individual differences in phonologicalsensitivity are among the most powerfulpredictors of early word decoding ability and adeficit in phonological sensitivity is thoughtto be the primary stumbling block for thosechildren who have difficulty learning to read. However, only recently have researchers begunto search for the potential causes andcorrelates in phonological sensitivitydevelopment. In the present one-yearlongitudinal study, the influences of speechperception, oral language ability, emergentliteracy, and the home literacy environment(HLE) on the growth of phonological sensitivitywere examined in a group of 115 four- andfive-year-old children. When the variables wereentered simultaneously into a multipleregression equation, emergent literacy, orallanguage, and the HLE contributed significantunique variance. However, when theautoregressor was controlled, only phonologicalsensitivity at Time 1 and HLE contributedsignificant unique variance to predictinggrowth in phonological sensitivity. Resultsare discussed in terms of their implicationsfor the education of preschool as well asschool-aged children.     

Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children responded to a questionnaire on home literacy activities and the teachers reported on children's task-focused behaviour. In Grades 1 and 2 the children's word decoding and reading fluency were assessed. Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages. Task-focused behaviour and letter knowledge in kindergarten predicted significantly nonword decoding in Grade 1, but their effect was stronger in English than in Greek. This pattern was not replicated for reading fluency in Grade 2.     

Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment

The present study examined the relations between home numeracy experiences (i.e., parent–child numeracy activities and parents’ numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent–child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills.     

Unraveling genetic and environmental components of early literacy: a twin study

Even though the acquisition of early literacy skills obviously depends on stimuli and incentives in children’s environment we may expect that genes define the constraints for acquiring some or all early literacy skills. Therefore behavior genetic analyses were carried out on twin data including 27 identical and 39 same sex dizygotic twins, 4 years old. We focused on a series of early literacy skills selected because they are developing in the focal age range: writing the proper name and mama, rhyming, and alphabetic knowledge. The data for each skill were subjected to structural equation modeling. First, it turned out that even in this young group genetic differences are the primary force in shaping early developing writing skills. Second, bivariate analyses showed that similar environmental and genetic influences are involved across various skills. Third, from secondary analyses on the available twin studies on early literacy it was apparent that the findings of this small-scaled study correspond to outcomes of other large-scale twin studies.     

Seeing and hearing: examining production workers' literacy and numeracy practices in a context of crisis

A policy consensus has emerged in Australia that there is a workforce literacy and numeracy crisis, similar to many other Organisation for Economic Cooperation and Development countries. The study informing this paper examined this framing of crisis by interviewing and observing production workers in three manufacturing companies. Each company was implementing new lean production methods, known as ‘competitive systems and practices', based on a visual workplace management system. In this paper, we look at what is visible and invisible in production workers' literacy and numeracy practices at Hearing Solutions, one of the companies in the study. We begin by considering the overarching policy discourse around workers' literacy and numeracy before exploring the underpinning rationale of the new expression of lean manufacturing, in particular, its implementation through the Visual Workplace Management System. Detailing an example of the literacies used in producing hearing aid shells, we discuss the under-valuing by workers and managers of the skills being used; and the hidden process of industrial relations, reward and remuneration. Using an ethnographic and social practices approach, what emerges is a better understanding of the complex range of vocational knowledge and social skills being used that go unrecognised by policy makers, lobbyists and managers, and even by the workers themselves.     

Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish-speaking children

In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables.     

Using PIAAC data to learn more about the literacy practices of adults

ABSTRACT

The present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.

According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.

As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills.     

Effects of home environment and center-based child care quality on children's language,communication, and literacy outcomes

This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.