Developmental Relations between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence from a 3-Year Longitudinal Study

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  • Author(s): Georgiou, George K. (ORCID Georgiou, George K. (ORCID 0000-0002-9081-992X); Inoue, Tomohiro (ORCID Inoue, Tomohiro (ORCID 0000-0001-8163-087X); Parrila, Rauno (ORCID Parrila, Rauno (ORCID 0000-0003-4250-8980)
  • Language:
    English
  • Source:
    Child Development. Sep 2021 92(5):2053-2068.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 1
      Primary Education
      Grade 2
      Grade 3
    • Subject Terms:
      Family Literacy; Correlation; Reading Interests; Emergent Literacy; Elementary School Students; Grade 1; Grade 2; Grade 3; Longitudinal Studies; Reading Comprehension; Prediction; Parent Attitudes; Parent Child Relationship; Reading Skills; Foreign Countries; Family Environment; Language Acquisition
    • Subject Terms:
      Canada
    • Accession Number:
      10.1111/cdev.13589
    • ISSN:
      0009-3920
    • Abstract:
      We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (M[subscript age] = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children's reading performance and modify their involvement accordingly.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1312795