Cover not available

In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 383–408

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Starting from home: Home literacy practices that make a difference

 | Carleton University
 | Carleton University
 | Carleton University
Published online: 14 August 2017
DOI logo with link
https://doi.org/10.1075/swll.15.22sen
Article outline
  • The home literacy model
  • Evaluating the support for the home literacy model across cultures
    • Prediction 1: Parent teaching predicts early literacy
      • Longitudinal support
      • Lack of support
    • Prediction 2: Shared reading predicts oral language
      • Longitudinal support
      • Lack of support
      • Parent teaching and shared reading are distinct
    • Prediction 3: Home literacy indirectly predicts phoneme awareness
    • Prediction 4: Home literacy indirectly predicts eventual reading skills
    • Implications
  • Assessing the quality of parent-child interactions
    • Shared reading
    • Parent teaching
    • Implications
  • Conclusion
    • Shared reading
    • Parent teaching about literacy
  • References
References (78)
References
Alexander, K. L., Entwisle, D. R., & Horsey, C. (1997). From first grade forward: Early foundation of high school dropout. Sociology of Education, 70, 87–107. Google Scholar logo with link to Google Scholar
Anthony, J. L., Williams, J. M., Zhang, Z., Landry, S. H., & Dunkelberger, M. J. (2014). Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading. Early Education and Development, 25, 493–514. Google Scholar logo with link to Google Scholar
Aram, D. (2007). Sensitivity and consistency of maternal writing mediation to twin kindergartners. Early Education and Development, 18, 71–92. Google Scholar logo with link to Google Scholar
(2010). Writing with young children: A comparison of paternal and maternal guidance. Journal of Research in Reading, 33, 4–19. Google Scholar logo with link to Google Scholar
Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30, 175–194. Google Scholar logo with link to Google Scholar
Aram, D., Korat, O., & Hassunah-Arafat, S. (2013). The contribution of early home literacy activities to first grade reading and writing achievements in Arabic. Reading and Writing, 26, 1517–1536 Google Scholar logo with link to Google Scholar
Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES. sociocultural factors, maternal mediation and emergent literacy. Cognitive Development, 16, 831–852. Google Scholar logo with link to Google Scholar
(2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill-Palmer Quarterly, 48, 202–224. Google Scholar logo with link to Google Scholar
Arnold, D.S., Lonigan, C.J., Whitehurst, G.J., & Epstein, J.N. (1994). Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.Google Scholar logo with link to Google Scholar
Atkinson, L., Powell, D., Slade L., & Levy J. P. (2014, July). Investigating the influence of home literacy practices on the developmental pathways of early reading comprehension. Symposium presentation at the annual meeting of the Society for the Scientific Study of Reading, Santa Fe, New Mexico.Google Scholar logo with link to Google Scholar
Audet, D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared Book Reading: Parental Goals Across the Primary Grades and Goal – Behavior Relationships in Junior Kindergarten. Early Education & Development, 19, 112–137. Google Scholar logo with link to Google Scholar
Burgess, S., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the Home Literacy Environment (HLE) to the Development of Reading-Related Abilities: A One-Year Longitudinal Study. Reading Research Quarterly, 37, 408–426. Google Scholar logo with link to Google Scholar
Burgess, S. R. (2011). Home literacy environments (HLEs) provided to very young children. Early Child Development and Care, 181, 445–462. Google Scholar logo with link to Google Scholar
Chen, X., Zhou, H. U. I., Zhao, J., & Davey, G. (2010). Home Literacy Experiences and Literacy Acquisition among Children in Guangzhou, South China1. Psychological Reports, 107, 354–366. Google Scholar logo with link to Google Scholar
Crain-Thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent-child interaction in three conversational contexts: Variations in style and strategy. In P. R. Britto & J. Brooks-Gunn (Eds.), Role of family literacy environments in promoting young children’s emerging literacy skills (pp. 7–23). San Francisco: Jossey-Bass.Google Scholar logo with link to Google Scholar
de Jong, J., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39, 389–414. Google Scholar logo with link to Google Scholar
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31–41. Google Scholar logo with link to Google Scholar
Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by Age 22: A new story. American Journal of Sociology, 110, 1458–1502. Google Scholar logo with link to Google Scholar
Evans, A. R., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading. Evidence from eye movement monitoring. Psychological Science, 16, 913–920. Google Scholar logo with link to Google Scholar
Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65–75. Google Scholar logo with link to Google Scholar
Farver, J. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino Head Start Children’s emergent literacy skills. Developmental Psychology, 49, 775–791. Google Scholar logo with link to Google Scholar
Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 21, 196–212. Google Scholar logo with link to Google Scholar
Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59–88. Google Scholar logo with link to Google Scholar
Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466–477. Google Scholar logo with link to Google Scholar
Hart, S. A., & Petrill, S. A. (2009). The genetics and environments of reading: A behavioral genetic perspective. In Y. Kim (Ed.) Handbook of behavior genetics Part II (pp. 113–123). New York: Springer. Google Scholar logo with link to Google Scholar
Hayes, D. P., & Ahrens, M. G. (1988). Vocabulary simplification for children: a special case of ‘motherese’? Journal of Child Language, 15, 395–410. Google Scholar logo with link to Google Scholar
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763. Google Scholar logo with link to Google Scholar
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23, 330–350. Google Scholar logo with link to Google Scholar
Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading and Writing, 27, 287–313. Google Scholar logo with link to Google Scholar
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252–271. Google Scholar logo with link to Google Scholar
Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257–269. Google Scholar logo with link to Google Scholar
Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Dev Psychol, 44, 855–866. Google Scholar logo with link to Google Scholar
Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. A. (2011). Feasibility, Efficacy, and Social Validity of Home-Based Storybook Reading Intervention for Children With Language Impairment. Journal of Speech, Language, and Hearing Research, 54, 523–538. Google Scholar logo with link to Google Scholar
Kalia, V., & Reese, E. (2009). Relations between Indian children’s home literacy environment and their english oral language and literacy skills. Scientific Studies of Reading, 13, 122–145. Google Scholar logo with link to Google Scholar
Kim, Y. S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing: An Interdisciplinary Journal, 22, 57–84. Google Scholar logo with link to Google Scholar
Korat, O. (2009). The effect of maternal teaching talk on children’s emergent literacy as a function of type of activity and maternal education level. Journal of Applied Developmental Psychology, 30, 34–42. Google Scholar logo with link to Google Scholar
Korat, O., Hassunah-Arafat, S., Aram, D., & Klein, P. (2013). Book reading mediation, SES, home literacy environment and children’s literacy: Evidence from Arabic-speaking families. First Language, 33, 132–154. Google Scholar logo with link to Google Scholar
Korat, O., Klein, P., & Segal-Drori, O. (2007). Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups. Reading and Writing: An Interdisciplinary Journal, 20, 361–398. Google Scholar logo with link to Google Scholar
Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44, 1335–1353. Google Scholar logo with link to Google Scholar
Levin, I., & Aram, D. (2012). Mother – child joint writing and storybook reading and their effects on kindergartners’ literacy: An intervention study. Reading and Writing: An Interdisciplinary Journal, 25, 217–249. Google Scholar logo with link to Google Scholar
Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63–93. Google Scholar logo with link to Google Scholar
Li, H., Corrie, L. F., & Wong, B. K. M. (2008). Early teaching of Chinese literacy skills and later literacy outcomes. Early Child Development and Care, 178, 441–459. Google Scholar logo with link to Google Scholar
Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother – child joint writing in Chinese kindergarteners: Metalinguistic awareness, maternal mediation and literacy acquisition. Journal of Research in Reading, 34, 426–442. Google Scholar logo with link to Google Scholar
Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, R. Y. M., Chow, Y. Y. Y., & Tolchinsky, L. (2009). Maternal mediation of writing in chinese children. Language and Cognitive Processes, 24, 1286–1311. Google Scholar logo with link to Google Scholar
Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496–505. Google Scholar logo with link to Google Scholar
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692–703. Google Scholar logo with link to Google Scholar
Marjoribanks, K. (1979). Families and their learning environments: An empirical analysis. London: Routledge & Kegan Paul.Google Scholar logo with link to Google Scholar
Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44, 210–221. Google Scholar logo with link to Google Scholar
Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19, 7–26. Google Scholar logo with link to Google Scholar
Montag, J. L., & MacDonald, M. C. (2015). Text exposure predicts spoken production of complex sentences in eight and twelve year old children and adults. Journal of Experimental Psychology: General, 144, 447–468. Google Scholar logo with link to Google Scholar
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.Google Scholar logo with link to Google Scholar
Robins, S., Treiman, R., & Rosales, N. (2014). Letter knowledge in parent – child conversations. Reading and Writing: An Interdisciplinary Journal, 27, 407–429. Google Scholar logo with link to Google Scholar
Samuelsson, S., Olson, R., Wadsworth, S., Corley, R., Defries, J. C., Willcutt, E., … Byrne, B. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia. Reading and Writing: An Interdisciplinary Journal, 20, 51–75. Google Scholar logo with link to Google Scholar
Sénéchal, M. (2017). Shared reading: an informal literacy activity par excellence. In N. Kucirkova, C. Snow, V. Grover and C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education (pp. 273–283). Oxford: Routledge.Google Scholar logo with link to Google Scholar
(2014 online first). Young Children’s Home Literacy Experiences. In A. Pollatsek & Treiman, R. (Eds.). The Oxford Handbook of Reading (chap. 18). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87. Google Scholar logo with link to Google Scholar
(1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123–138. Google Scholar logo with link to Google Scholar
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460. Google Scholar logo with link to Google Scholar
(2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85, 1552–1568. Google Scholar logo with link to Google Scholar
Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520–536. Google Scholar logo with link to Google Scholar
Sénéchal, M., LeFevre, J. A., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy the role of empirical evidence. Journal of School Psychology, 39, 439–460. Google Scholar logo with link to Google Scholar
Sénéchal, M., LeFevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116. Google Scholar logo with link to Google Scholar
Sénéchal, M., & Young, L. (2008). The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78, 880–907. Google Scholar logo with link to Google Scholar
Seymour, P. H. K. (2005). Early reading development in European orthographies. In M. J. Snowling & C. Hulme (Eds.). The science of reading: A handbook. (pp. 296–315). Malden: Blackwell Publishing. Google Scholar logo with link to Google Scholar
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology, 94, 143–174. Google Scholar logo with link to Google Scholar
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. Learning and Instruction, 20, 61–71. Google Scholar logo with link to Google Scholar
Silinskas, G., Lerkkanen, M.-K., Tolvanen, A., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2012). The frequency of parents’ reading-related activities at home and children’s reading skills during kindergarten and grade 1. Journal of Applied Developmental Psychology, 33, 302–310. Google Scholar logo with link to Google Scholar
Silinskas, G., Parrila, R., Lerkkanen, M.-K., Poikkeus, A.-M., Niemi, P., & Nurmi, J.-E. (2010). Mothers’ reading-related activities at home and learning to read during kindergarten. European Journal of Psychology of Education, 25, 243–264. Google Scholar logo with link to Google Scholar
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. Google Scholar logo with link to Google Scholar
Sparks, A., & Reese, E. (2012). From reminiscing to reading: Home contributions to children’s developing language and literacy in low-income families. First Language, 33, 89–109. Google Scholar logo with link to Google Scholar
Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502–512. Google Scholar logo with link to Google Scholar
Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R. (2008). Effects of Home Literacy, Parents’ Beliefs, and Children’s Task-Focused Behavior on Emergent Literacy and Word Reading Skills. Scientific Studies of Reading, 12, 24–50. Google Scholar logo with link to Google Scholar
Strasser, K., & Lissi, M. R. (2009). Home and instruction effects on emergent literacy in a sample of Chilean kindergarten Children. Scientific Studies of Reading, 13, 175–204. Google Scholar logo with link to Google Scholar
Teale, W. H., & Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex Publishing Corporation.Google Scholar logo with link to Google Scholar
Torppa, M., Poikkeus, A. M., Laakso, M. L., Tolvanen, A., Leskinen, E., Leppänen, P. H. T., … Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11, 73–103. Google Scholar logo with link to Google Scholar
Treiman, R., & Kessler, B. (2014). How children learn to write words. New York, NY: Oxford University Press. Retrieved from [URL]
van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69–96. Google Scholar logo with link to Google Scholar
Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The Home Literacy Environment and Preschool Children’s Reading Skills and Interest. Early Education and Development, 25, 791–814. Google Scholar logo with link to Google Scholar
Cited by (73)

Cited by 73 other publications

Adam, Patricia, Mienke Droop, Tijs Kleemans & Eliane Segers
2025. Parental Language and Literacy and Not the Home Literacy Environment Predict Language and Early Literacy in Indonesian Low SES Kindergartners. Reading & Writing Quarterly 41:6 ► pp. 461 ff. DOI logo
Aram, Dorit
2025. Early Writing Interactions Within the Family Context: The Role of the Mediator, the Writing Tool, and the Writing System. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 293 ff. DOI logo
Bosire, Jamlick Peter Ondieki, Francisco Palermo & Amy R. Napoli
2025. Early home literacy and math environment: cross-domain associations between parental literacy and math beliefs. Frontiers in Psychology 16 DOI logo
Chan, Yau Yu & Nirmala Rao
2025. Increasing Reading Motivation and Vocabulary of South Asian Children in Hong Kong: A Home–Based Intervention. Early Education and Development 36:1 ► pp. 1 ff. DOI logo
Goodrich, J. Marc, Lisa Fitton, Jason Chow & Peng Peng
2025. Reconceptualizing the Home Literacy Environment in Multilingual Contexts. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 257 ff. DOI logo
Inoue, Tomohiro & George Georgiou
2025. Home Literacy Environment: What Have We Learned and Where Do We Go From Here?. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 367 ff. DOI logo
Jiang, Yushan & Carrie Lau
2025. Parental Involvement and Children’s Second Language Learning: A Mixed-Methods Study. Early Education and Development ► pp. 1 ff. DOI logo
Kaya, Jean
2025. K-6 Students’ Reading Beliefs and Practices. Reading Psychology ► pp. 1 ff. DOI logo
Laurent, Angélique, Marie-Josée Letarte & Jean-Pascal Lemelin
2025. Cumulative Family Sociodemographic Risk and Preschoolers’ Language Skills Development: The Mediating Role of the Home Literacy Environment. Early Education and Development 36:8 ► pp. 1915 ff. DOI logo
Li, Shifeng, Tao Wang, Shuyue Gu & Qiongying Xu
2025.  Exploring the role of parental education and the home literacy environment on literacy development in rural Chinese school-aged children / Exploración del papel del nivel educativo parental y el entorno de alfabetización en el hogar en el desarrollo de la alfabetización en niños rurales chinos en edad escolar . Journal for the Study of Education and Development: Infancia y Aprendizaje 48:4 ► pp. 830 ff. DOI logo
Li, Shifeng, Yingchun Xia & Wei Zhao
2025. The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China. Early Education and Development 36:4 ► pp. 856 ff. DOI logo
Napoli, Amy R., Jamlick P. O. Bosire & David J. Purpura
2025. The Home Literacy Environment Within a Broader Framework of Home Learning. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 85 ff. DOI logo
Niklas, Frank, Tina Schiele, María Valcárcel Jiménez & Anna Mues
2025. Interventions in the Home Literacy Environment and Children’s Language and Literacy Skills. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 309 ff. DOI logo
Orellana, Pelusa, Maria Cockerill, Maria Francisca Valenzuela, Malva Villalón, Carmen De la Maza & Pamela Inostroza
2025. The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers’ Early Literacy Outcomes. Education Sciences 15:6 ► pp. 668 ff. DOI logo
Parrila, Rauno, Tomohiro Inoue & Anna Jia-Jun Zhang
2025. Home Literacy as a Developmental System. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 29 ff. DOI logo
Scharnagl, Verena & Wilfried Smidt
2025. Parental support of emergent literacy in the final preschool year in Austria during COVID-19-induced lockdowns. International Journal of Early Years Education 33:1 ► pp. 197 ff. DOI logo
Stevanovic, Jelena & Emilija Lazarevic
2025. Emergent literacy development: Home environment and parental behavior. Zbornik Instituta za pedagoska istrazivanja 57:1 ► pp. 29 ff. DOI logo
Sun, Baoqi, Youyan Nie, Hock Huan Goh, Hwei Ming Wong & Dennis Beng Kiat Kwek
2025. Enhancing bilingual learners’ Chinese learning: which type of home support is effective?. Language and Education 39:3 ► pp. 751 ff. DOI logo
Tanji, Takayuki & Tomohiro Inoue
2025. Home Literacy Environment and Children’s Literacy Skills in the Biscriptal Writing System of Japanese. In Home Literacy Environment and Literacy Acquisition [Literacy Studies, 26], ► pp. 203 ff. DOI logo
Wawire, Brenda Aromu, Gorrety Nafula Wawire & Francis Kiroro
2025. The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment. Reading Research Quarterly 60:1 DOI logo
Wu, Qiling & Annemarie H. Hindman
2025. The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten. Child & Youth Care Forum 54:1 ► pp. 187 ff. DOI logo
Zhang, Anna Jia-Jun, Kelly Chik Wa Wong, Cherry Sze Wing Lee & Tomohiro Inoue
2025. Moderating Factors in the Relationship Between Home Literacy Environment and Early Word Reading Skills: Results from Cantonese–English Bilinguals. Early Childhood Education Journal 53:7 ► pp. 2559 ff. DOI logo
Zhou, Ting, Emilia Djonov & Alice Chik
2025. Shared reading of wordless picturebooks for children’s multilingual and multimodal learning. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Aram, Dorit & Coral A. Shachar
2024. “Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress. Early Education and Development 35:3 ► pp. 511 ff. DOI logo
Bonifacci, Paola, Diego Compiani, Chiara Vassura, Alexandra Affranti, Benedetta Peri, Viola Ravaldini & Valentina Tobia
2024. Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers’ Learning and Behavioural Profiles. Child Psychiatry & Human Development DOI logo
Heintzman, Savannah M. & S. Hélène Deacon
2024. Orthographic and Semantic Learning During Shared Reading: Investigating Relations to Early Word Reading. Journal of Speech, Language, and Hearing Research 67:5 ► pp. 1514 ff. DOI logo
Huang, He, Biying Hu, Timothy W. Curby, Xiaozi Gao & Bo Lv
2024. Early parenting styles and children’s social skills in China: a longitudinal exploration of mediating mechanism. Early Child Development and Care 194:11-12 ► pp. 1138 ff. DOI logo
Jones, Jill S., Jill F. Grifenhagen & Stephen McKinney
2024. Lessons learned from remote, early-literacy instruction. Journal of Early Childhood Literacy DOI logo
Kim, Wi-Jiwoon & Dongsun Yim
2024. Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean–English bilingual children. Frontiers in Psychology 15 DOI logo
Lai, Jialin, Xuejun Ryan Ji, R. Malatesha Joshi & Jing Zhao
2024. Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills. Early Childhood Education Journal 52:1 ► pp. 113 ff. DOI logo
O'Brien, Beth Ann, Artika Arshad & Siew Chin Ng
2024. Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes. Journal of Research in Reading 47:4 ► pp. 580 ff. DOI logo
Stangeland, Elisabeth Brekke, Janine Ann Campbell, Natalia Kucirkova & Trude Hoel
2024. Shared book reading: a Norwegian survey of reading practices in families. Scandinavian Journal of Educational Research 68:6 ► pp. 1304 ff. DOI logo
Strand, Olaug & Åse Kari H. Wagner
2024. 5. Betydningen av hjemmemiljø for elevenes leseresultater. In Tid for lesing!, ► pp. 77 ff. DOI logo
Støle, Hildegunn & Olaug Strand
2024. 4. Elevane sine haldningar til lesing og lesevanar på fritida. In Tid for lesing!, ► pp. 55 ff. DOI logo
Sun, Baoqi, Beth Ann O’Brien, Nur Artika Binte Arshad & He Sun
2024. The contribution of intrinsic motivation and home literacy environment to Singaporean bilingual children’s receptive vocabulary. Reading and Writing 37:7 ► pp. 1849 ff. DOI logo
Zhang, Su-Zhen, Tomohiro Inoue & George K. Georgiou
2024. Examining the relations between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts. Reading and Writing 37:7 ► pp. 1779 ff. DOI logo
Zhang, Su‐Zhen, Tomohiro Inoue & George K. Georgiou
2024. Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach. Reading Research Quarterly 59:3 ► pp. 408 ff. DOI logo
Zhang, Su-Zhen, Tomohiro Inoue, Dianhai Zhang, Di Jin & George K. Georgiou
2024. Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study. Scientific Studies of Reading 28:6 ► pp. 636 ff. DOI logo
Bardack, Sarah, Celeste Lopez, Karen Levesque, Antonie Chigeda & Symon Winiko
2023. An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program. Frontiers in Education 8 DOI logo
Biggs, Elizabeth E., Allyson P. Arserio, Sarah E. Robison & Madison E. Ross
2023. Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review. Journal of Speech, Language, and Hearing Research 66:6 ► pp. 2118 ff. DOI logo
Dunn, Kristy, George K. Georgiou, Tomohiro Inoue, Robert Savage & Rauno Parrila
2023. Home and school interventions aided at-risk students’ literacy during Covid-19: a longitudinal analysis. Reading and Writing 36:2 ► pp. 449 ff. DOI logo
Ecalle, Jean, Emilie Dujardin, Hélène Labat, Xavier Thierry & Annie Magnan
2023. Profiles of learner readers and their early literacy skills and environmental predictors: a large-scale longitudinal study from preschool to grade 1. Frontiers in Education 8 DOI logo
Écalle, Jean, Émilie Dujardin, Hélène Labat, Xavier Thierry & Annie Magnan
2022. Prédicteurs de réussite en lecture dans l’Étude longitudinale française depuis l’enfance (ELFE). Enfance N° 2:2 ► pp. 195 ff. DOI logo
Ergül, Cevriye, Meral Çilem Ökcün‐Akçamuş, Gözde Akoğlu, Seher Yalçın, Burcu Kılıç Tülü & Zeynep Bahap Kudret
2023. Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish‐speaking children. Psychology in the Schools 60:1 ► pp. 234 ff. DOI logo
Incognito, Oriana & Giuliana Pinto
2023. Longitudinal effects of family and school context on the development on emergent literacy skills in preschoolers. Current Psychology 42:12 ► pp. 9819 ff. DOI logo
Nkomo, Sibhekinkosi Anna, Xoliswa Patience Magxala & Nicholas Lebopa
2023. Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study. Journal of Early Childhood Literacy 23:1 ► pp. 141 ff. DOI logo
Schaughency, Elizabeth, Kelsi Linney, Jane Carroll, Shika Das, Jessica Riordan & Elaine Reese
2023. Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later. Reading Research Quarterly 58:3 ► pp. 450 ff. DOI logo
Simmons, Fiona R., Elena Soto-Calvo, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & David Giofrè
2023. Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading: Evidence From A Longitudinal Study. Early Education and Development 34:1 ► pp. 152 ff. DOI logo
Yang, Junyi, Joshua F. Lawrence & Vibeke Grøver
2023. Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education 37:1 ► pp. 159 ff. DOI logo
Batista Rocha, Jaqueline Costa & Márcia Maria Peruzzi Elia da Mota
2022. Does shared reading between parents and children affect the development of emerging literacy?. Trends in Psychology 31:2 ► pp. 307 ff. DOI logo
Bonifacci, Paola, Nicole Trambagioli, Luca Bernabini & Valentina Tobia
2022. Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers. European Journal of Psychology of Education 37:3 ► pp. 681 ff. DOI logo
Curdt-Christiansen, Xiao Lan
2022. Family language policy and school language policy: can the twain meet?. International Journal of Multilingualism 19:3 ► pp. 466 ff. DOI logo
Inoue, Tomohiro, Su-Zhen Zhang & George K. Georgiou
2022. Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development. Educational Psychology 42:8 ► pp. 991 ff. DOI logo
Maluch, Jessica Tsimprea
2022. Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students. Language and Education 36:6 ► pp. 576 ff. DOI logo
Timperley, Sarah, Elizabeth Schaughency, Jessica Riordan, Jane Carroll, Shika Das & Elaine Reese
2022. Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School. School Mental Health 14:2 ► pp. 238 ff. DOI logo
Adams, Anne-Marie, Elena Soto-Calvo, Hannah N. Francis, Hannah Patel, Courtney Hartley, David Giofrè & Fiona R. Simmons
2021. Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing 34:9 ► pp. 2203 ff. DOI logo
Bonifacci, Paola, Diego Compiani, Alexandra Affranti & Benedetta Peri
2021. Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers. Frontiers in Psychology 12 DOI logo
Dujardin, Emilie, Jean Ecalle, Pauline Auphan, Christophe Gomes, Laurent Cros & Annie Magnan
2021. Vocabulary Assessment With Tablets in Grade 1: Examining Effects of Individual and Contextual Factors and Psychometric Qualities. Frontiers in Education 6 DOI logo
Ecalle, Jean, Nicolas Bailloud, Emilie Dujardin & Annie Magnan
2021. Evaluation informatisée du vocabulaire chez les enfants de 8 à 11 ans . Canadian Journal of Learning and Technology 47:2 DOI logo
Georgiou, George K., Tomohiro Inoue & Rauno Parrila
2021. Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3‐Year Longitudinal Study. Child Development 92:5 ► pp. 2053 ff. DOI logo
López-Escribano, Carmen, Ana Escudero & Raquel Pérez-López
2021. An Exploratory Study about Patterns of Parental Home Literacy Activities during the COVID-19 Confinement among Spanish Families. Early Education and Development 32:6 ► pp. 812 ff. DOI logo
Shakory, Sharry, Xi Chen & S. Hélène Deacon
2021. Learning Orthographic and Semantic Representations Simultaneously During Shared Reading. Journal of Speech, Language, and Hearing Research 64:3 ► pp. 909 ff. DOI logo
Silinskas, Gintautas, Kaisa Aunola, Marja-Kristiina Lerkkanen & Saule Raiziene
2021. Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1. Frontiers in Psychology 11 DOI logo
Susperreguy, María Inés, Carolina Jiménez Lira, Chang Xu, Jo-Anne LeFevre, Humberto Blanco Vega, Elia Verónica Benavides Pando & Martha Ornelas Contreras
2021. Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status. Frontiers in Psychology 12 DOI logo
Friedlander, Elliott W.
2020. The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading. Scientific Studies of Reading 24:2 ► pp. 123 ff. DOI logo
Inoue, Tomohiro, George Manolitsis, Peter F. de Jong, Karin Landerl, Rauno Parrila & George K. Georgiou
2020. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Frontiers in Psychology 11 DOI logo
Krijnen, Eke, Roel van Steensel, Marieke Meeuwisse, Joran Jongerling & Sabine Severiens
2020. Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills. Reading and Writing 33:1 ► pp. 207 ff. DOI logo
Roux-Baron, Isabelle & Sylvie Cèbe
2020. Effets d’un enseignement explicite du vocabulaire sur l’apprentissage et le réemploi. Repères :61 DOI logo
Segers, Eliane & Tijs Kleemans
2020. The Impact of the Digital Home Environment on Kindergartners’ Language and Early Literacy. Frontiers in Psychology 11 DOI logo
Zhang, Su-Zhen, Tomohiro Inoue, Hua Shu & George K. Georgiou
2020. How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing 33:7 ► pp. 1745 ff. DOI logo
Al Jefri, Hanan Mohamed & Shaljan Areepattamannil
2019. Examining the relations of early literacy activities and skills to reading dispositions, engagement, and achievement among fourth-grade students in the United Arab Emirates. Social Psychology of Education 22:4 ► pp. 901 ff. DOI logo
Tibi, Sana & John R. Kirby
2019. Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4 ► pp. 993 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou, Rauno Parrila & John R. Kirby
2018. Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency. Scientific Studies of Reading 22:4 ► pp. 273 ff. DOI logo

This list is based on CrossRef data as of 4 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue