Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading

被引：247
|
作者：
Senechal, Monique [1 ]
LeFevre, Jo-Anne [1 ]
机构：
[1] Carleton Univ, Dept Psychol, Ottawa, ON K1S 0W4, Canada
来源：
CHILD DEVELOPMENT | 2014年 / 85卷 / 04期
关键词：
EMERGENT LITERACY; PARENTAL INVOLVEMENT; FRENCH IMMERSION; SAMPLE-SIZE; KINDERGARTEN; CHILDREN; EXPERIENCES; LANGUAGE; SCHOOL; SKILLS;
D O I：
10.1111/cdev.12222
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M-age: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Senechal & LeFevre, 2002) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle-class parents.
引用
收藏
页码：1552 / 1568
页数：17
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