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• W92351243 abstract "SUMMARYChildren start Grade 1 with a variety of early language and literacy skills that may beimportant for their acquisition of reading. Researchers, parents, and teachers have suggested thatthe home environment is a likely source of experiences that can enhance the development of orallanguage and early-literacy skills. In this longitudinal study, we examined the relations amonghome literacy factors (i.e., experiences occurring prior to formal instruction), subsequent languageand early-literacy skills, and reading acquisition. We assessed children's language with measuresof vocabulary (PPVT-R), listening comprehension, and phonological awareness. Early-literacymeasures included Clay's “concepts about print” task, alphabet knowledge, emergent spelling, andsingle word reading. Reading at the end of grades 1 and 3 was assessed with standardized tests.Parents completed a questionnaire about the children's home literacy environment, as well as twochecklist measures designed to index storybook knowledge.In this study, we are following two cohorts of children. In the first cohort, children wereassessed at the beginning of Grade 1, the end of Grade 1, and the end of Grade 3. In the secondcohort, children were assessed at the beginning of kindergarten, at the beginning of Grade 1, andat the end of Grade 1. The second cohort will also be assessed at the end of Grade 3. Wedeveloped a theoretically-based model of the relations among home literacy factors, early orallanguage and literacy skills, and end of Grade 1 reading that was tested with the data from thefirst cohort (n=47). In this talk, we examine the fit of the model to the data from the secondcohort (n=97).In our model, we hypothesized that home literacy experiences will have a direct impact onlanguage and early-literacy skills (see Figure 1). We used hierarchical regressions to test therelations shown in Figure 1, controlling for children’s age and kindergarten experience, parents’own literacy level, children’s analytic intelligence and either oral language or early literacy. (Notethat storybook reading and parents’ reports of teaching reading and printing were unrelated). Asshown in Table 1, parents' knowledge of children's literature was related to children's orallanguage skills, whereas the amount of teaching about reading and writing reported by parentswas related to children's acquisition of early-literacy skills. Furthermore, the impact of homeliteracy factors was mediated through the language and early-literacy skills in that storybookreading and parent teaching did not predict significant unique variance in reading at the end ofGrade 1. Thus, the model fit the data from the second cohort very well.In conclusion, our results provide support for a distinction b etween two different aspectsof home literacy experiences in that such experiences appear to play different roles in thedevelopment of oral language and early literacy. Hence, home literacy experiences should not beconsidered a unitary construct. Rather, storybook reading and parent teaching may beindependent experiences, with different links to early skills and, ultimately, to reading acquisition." @default.
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• W92351243 title "The Relations among Home-Literacy Factors, Language and Early-Literacy Skills, and Reading Acquisition." @default.
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