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

Autor/inn/en	Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno
Titel	Developmental Relations between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence from a 3-Year Longitudinal Study
Quelle	In: Child Development, 92 (2021) 5, S.2053-2068 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.) ORCID (Inoue, Tomohiro) ORCID (Parrila, Rauno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13589
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Korrelation; Leseinteresse; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Vorhersage; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Reading skill; Lesefertigkeit; Ausland; Familienmilieu; Sprachaneignung; Spracherwerb; Kanada
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01