Contributions of the Home Literacy Environment and Underlying Language Skills to Preschool Invented Writing |
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| Authors: | Hilde Hofslundsengen Jan-Eric Gustafsson Bente Eriksen Hagtvet |
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| Institution: | 1. Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway;2. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden;3. Department of Special Needs Education, University of Oslo University of Oslo, Oslo, Norway;4. Department of Special Needs Education, University of Oslo University of Oslo, Oslo, Norway |
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| Abstract: | This study aimed to enhance our knowledge of the constituent variables affecting invented writing skills in 5-year-olds by investigating the concurrent relationships among home literacy, underlying language skills, and invented writing. The study comprised 111 Norwegian-speaking children (mean age: 5.7 years; 58 girls) and their parents. The children’s language skills were tested individually. The results showed that, on average, children achieved low scores on tests of word writing; however, the within-group variations in the children’s invented writing performances were large. The statistical modeling showed that parental education was significantly related to the home literacy environment, which was, in turn, directly related to both vocabulary and phonological awareness and indirectly related to invented writing skills. Implications of the findings are discussed. |
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| Keywords: | Invented writing preschool home literacy early literacy |
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