• RI - Unifesp
    • Documentos
    • Tutoriais
    • Perguntas frequentes
    • Atendimento
    • Equipe
    • português (Brasil)
    • English
    • español
  • Sobre
    • RI Unifesp
    • Documentos
    • Tutoriais
    • Perguntas frequentes
    • Atendimento
    • Equipe
  • English 
    • português (Brasil)
    • English
    • español
    • português (Brasil)
    • English
    • español
  • Login
View Item 
  •   DSpace Home
  • Escola Paulista de Medicina (EPM)
  • EPM - Artigos
  • View Item
  •   DSpace Home
  • Escola Paulista de Medicina (EPM)
  • EPM - Artigos
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

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

Thumbnail
View/Open
WOS000415619600004.pdf (2.104Mb)
Date
2017
Author
Puglisi, Marina L. [UNIFESP]
Hulme, Charles
Hamilton, Lorna G.
Snowling, Margaret J.
Type
Artigo
ISSN
1088-8438
Is part of
Scientific Studies Of Reading
DOI
10.1080/10888438.2017.1346660
Metadata
Show full item record
Abstract
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.
URI
https://repositorio.unifesp.br/handle/11600/55441
Collections
  • EPM - Artigos [16302]

DSpace software copyright © 2002-2016  DuraSpace
Contact Us
Theme by 
Atmire NV
 

 

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsBy Submit DateThis CollectionBy Issue DateAuthorsTitlesSubjectsBy Submit Date

My Account

Login

Statistics

View Usage Statistics

DSpace software copyright © 2002-2016  DuraSpace
Contact Us
Theme by 
Atmire NV