The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

被引：108

作者：

Hamilton, Lorna G. ^{[1
]}

Hayiou-Thomas, Marianna E. ^{[2
]}

Hulme, Charles ^{[3
]}

Snowling, Margaret J. ^{[4
]}

机构：

[1] York St John Univ, York, N Yorkshire, England

[2] Univ York, York YO10 5DD, N Yorkshire, England

[3] UCL, London WC1E 6BT, England

[4] Univ Oxford, Oxford OX1 2JD, England

来源：

SCIENTIFIC STUDIES OF READING | 2016年 / 20卷 / 05期

基金：

英国惠康基金;

关键词：

EARLY READING DEVELOPMENT; LEARNING-ENVIRONMENT; LANGUAGE IMPAIRMENT; PRESCHOOL-CHILDREN; VOCABULARY; SKILLS; PRINT; KNOWLEDGE; PRECURSORS; ABILITIES;

D O I：

10.1080/10888438.2016.1213266

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n=116) and children with no known risk (n=72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene-environment correlation mechanisms underpinning atypical literacy development.

引用

页码：401 / 419

页数：19

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