The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development

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Date
2017Author
Puglisi, Marina L. [UNIFESP]
Hulme, Charles
Hamilton, Lorna G.
Snowling, Margaret J.
Type
ArtigoISSN
1088-8438Is part of
Scientific Studies Of ReadingDOI
10.1080/10888438.2017.1346660Metadata
Show full item recordAbstract
The home literacy environment is a well-established predictor of children's language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children's reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N=251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children's language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children's outcomes. In contrast, direct literacy instruction remained a predictor of children's reading/spelling skills. We argue that the relationship between early informal home literacy activities and children's language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.
Citation
Scientific Studies Of Reading. Abingdon, v. 21, n. 6, p. 498-514, 2017.Collections
- EPM - Artigos [16302]