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The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia
Hamilton, Lorna G. Hayiou-Thomas, Marianna E. Hulme, Charles Snowling, Margaret J.
Hamilton, Lorna G.
Hayiou-Thomas, Marianna E.
Hulme, Charles
Snowling, Margaret J.
Abstract
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 4 years, 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.
Keywords
Date
2016
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
20
Issue
5
Page Range
401-419
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
File Access
Open
Notes
© Lorna G. Hamilton, Marianna E. Hayiou-Thomas, Charles Hulme, and Margaret J. Snowling. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.