Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency

Journal article

Inoue, Tomohiro, Georgiou, George K., Parrila, Rauno and Kirby, John R.. (2018). Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading. 22(4), pp. 273-288. https://doi.org/10.1080/10888438.2018.1435663
AuthorsInoue, Tomohiro, Georgiou, George K., Parrila, Rauno and Kirby, John R.
Abstract

We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought.

Year2018
JournalScientific Studies of Reading
Journal citation22 (4), pp. 273-288
PublisherRoutledge
ISSN1532-799X
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2018.1435663
Scopus EID2-s2.0-85042219460
Page range273-288
FunderSocial Sciences and Humanities Research Council of Canada (SSHRC)
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online16 Feb 2018
Publication process dates
Deposited04 Jul 2023
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