Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills

This paper reports on a study that examined both the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool‐aged children’s literacy and language development. Data were collected from 85 parents and their children at two different times. Results of structural path models indicated that (a) parental literacy habits were positively associated with parental reading beliefs, (b) parental reading beliefs were positively associated with parent–child literacy and language activities in the home, and (c) parent–child literacy and language activities were positively associated with children’s print knowledge and reading interest. Parental demographic characteristics were associated with children’s expressive and receptive language skills. The results highlight how different components of the home literacy environment are associated with different components of preschool‐aged children’s literacy and language abilities, findings that become more important as educators and policy‐makers look for ways to enhance children’s literacy and language development.     

Fathers and young children's literacy experiences in a family environment

Research provides evidence that fathers can promote the development of their children's literacy skills, including reading books to them that are appropriate, engaging their children in discussions about books they read, recording in a notebook the books the children have read and encouraging their children to read more books. This review presents some emerging findings and issues in the research literature that are relevant to the role of fathers in promoting their children's literacy learning. It also summarizes the concerns and findings presented in selected research studies. Recommendations are provided for both researchers and educators.     

Maternal reports of home literacy experiences in multilingual Mauritius: a case study of pre-schoolers

While the extant literature has highlighted the important contribution of home literacy experiences to early literacy development, limited research has been carried out among children living in postcolonial contexts, where there is a mismatch between the home and school language. Such is the case of Mauritius. The present exploratory case study investigates the home literacy experiences of two groups of Mauritian pre-schoolers. Interviews with the children's mothers indicate that these children are immersed in home environments which value informational and educational reading materials, rather than pleasure reading materials. This preference for a skills orientation, rather than an entertainment approach, to early home literacy experiences is explained by the specificities of the local culture. The social and educational background of interviewed mothers, the gap between language of the home and language of literacy, and local reading and cultural practices all contribute to the didactic nature of the early home literacy experiences.     

Using dialogic reading to enhance emergent literacy skills of young dual language learners

This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to 15 DLL preschool children. The intervention was delivered in participating children's home language, Spanish (L1). Children's growth in emergent literacy skills in Spanish and in English was monitored during baseline and intervention conditions. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, practice, and policy-making.     

影响儿童语言和识字能力的研究进展

现代生活中 ,儿童的语言和识字受家庭认知环境的影响。近年来无论从流行病学的研究 ,还是干预或神经生物的研究 ,均证实儿童早期经验是日后语言和识字能力发展的基础。在早期经验中 ,最关键的是父母与孩子之间的语言交流。通过这样的交流 ,促进儿童早期的语言发育 ,也促进儿童学龄期的阅读理解。儿童保健医生处于独特的位置 ,即在常规保健中指导父母根据不同年龄儿童的发育水平 ,应用有关的技能技巧 ,促进儿童的语言和识字。     

A shared reading intervention with parents to enhance young children's early literacy skills

A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic reading with the addition of print referencing (DR + PR), or an attention-matched control group. Analyses of change from pre- to post-intervention showed significant effects for the DR and DP+PR groups compared to the control group on three of the six emergent literacy measures: expressive language, rhyme, and concepts about print. At three-month follow-up assessment, the two intervention groups maintained significantly better performance on the measure of concepts about print only. These findings illustrate the potential of a brief home-based intervention for promoting children's emergent literacy.     

Aesthetic experience and early language and literacy development

The present paper explores the connections between theory and research in language development and aesthetic education and their implications for early childhood classroom practice. The present paper posits that arts experiences make a unique and vital contribution to the child's development of language and literacy, as well as to the sense of self as an active and engaged learner. Emphasizing the significance of personal agency in shaping and motivating language and literacy development, the paper highlights some critical features that link aesthetic experience and engagement with the arts to models of learning and teaching. The relationship between these features and the child's early development of language and literacy, and the special contribution of aesthetic experience to these processes, are considered. Exemplars from classrooms that have effectively incorporated aesthetic experiences with visual arts, poetry and storytelling as integral to language and literacy learning are presented.     

家庭阅读环境在父母受教育程度与3~4岁儿童词汇水平间的中介作用

目的 探讨父母亲受教育程度、家庭阅读环境、儿童词汇水平之间的关系,为家庭做好入园语言准备和促进教育起点公平提供理论依据。方法 2021年11月—2022年1月从3所城市幼儿园和1所农村幼儿园随机抽取84名3~4岁儿童,采用皮博迪图片词汇测验(PPVT-R)和表达性词汇测验(EVT)调查儿童词汇水平,使用自编问卷调查家庭阅读环境状况,对所得数据进行单因素方差分析、相关分析和中介效应分析。结果 1)父母受教育程度不同,其家庭阅读环境和儿童词汇水平差异有统计学意义(P<0.05)。2)父母受教育程度与家庭阅读环境、儿童词汇水平两两之间具有显著正相关(P<0.05),其中母亲受教育程度与后两者的相关性更强(r=0.663,P<0.001)。3)家庭阅读环境在父亲受教育程度与儿童词汇水平之间具有部分中介作用,中介效应占总效应的41.59%(χ²/df=1.181,RMSEA=0.047,GFI=0.971,AGFI=0.898,TLI=0.985,CFI=0.994);家庭阅读环境在母亲受教育程度与儿童词汇水平之间具有部分中介作用(χ²/df=1.252,RMSEA=0.055,GFI=0.963,AGFI=0.886,TLI=0.982,CFI=0.992),中介效应占总效应的19.51%。结论 家庭阅读环境在父母受教育程度儿童词汇水平之间具有部分中介作用,且中介效应值存在差异。应重视儿童早期词汇发展,优化家庭阅读环境质量;提高父亲参与度,低受教育程度父亲可通过改善家庭阅读环境以促进儿童词汇发展;鼓励低受教育程度母亲在做好家庭阅读环境创设的同时,也应提高自身语言质量。     

Examining the concurrent validity of assessing preschool language and literacy skills

The purpose of this study was to examine the concurrent validity of the assessment for an early language and literacy project. The goal of the project was to promote a successful transition to kindergarten for preschoolers who were at risk for reading difficulties by equipping them with the necessary language and literacy skills needed for early reading success. Both child outcome data and classroom/teacher level data were collected at the beginning and the end of the academic semester. Child-level pre- and post-tests indicated that participating children's language and literacy skills were improved in name writing, letter recognition, beginning sound awareness, rhyming awareness, and print knowledge. Findings from the validity study suggested a significant relationship between- and within-child outcome measures. A significant relationship was also found between norm-referenced child outcome measures and classroom-level measures; however, no significant relationship was identified between criterion-referenced child outcome measures and classroom-level measures. Implications of this study were discussed.     

Improving Latino children's early language and literacy development: key features of early childhood education within family literacy programmes

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher–child interactions and child engagement in language and literacy activities and how these features relate to Latino children's early language and literacy development. Participants were 181 Latino children (3–5 years old) from low-income families enrolled in 22 ECE programmes within family literacy programmes. Teacher–child interactions were of medium quality on socioemotional support and low quality on instructional quality. Latino children spent about 20% of their day engaged in language and literacy activities. Multilevel regression analysis results showed that the length of Latino children's engagement in language and literacy activities in ECE programmes was more strongly related to their English oral language skills and alphabet knowledge than the quality of teacher–child interactions.     

Using music to promote children's thinking and enhance their literacy development

In an effort to understand how children's literacy is affected by their life experiences, this article analyses the natural disposition of children to engage in musical activities that connect them to previous experiences and allow them to build new thoughts. Music is inherent to children's experiences and is related to sounds heard everyday, which facilitate mental imagery. This article focuses on the use of music as a tool that is instrumental in engaging children in thinking activities that promote literacy development. The author shows evidence of how music serves as a scaffold to foster thinking, self‐expression and cultural awareness in children, including second‐language learners, based on findings from an action research project conducted with pre‐kindergarten to second‐grade children and their teachers. The project used their explorations with music and soundscapes (sounds that characterise the environment) to promote thinking and enhance their creative writing.     

Associations between in-the-moment behavior of children,family literacy program use,and Latina mother-child book reading

ABSTRACT

This study examined how in-the-moment behaviour of children and family literacy programme use are associated with the affective quality of mother–child interactions and the content of maternal utterances that occurred during book reading. Ninety-Two Latina mother–child dyads were included. Mothers frequently exhibited warm/positive behaviour and discussed the immediate content of the book. Children were highly engaged and many of them alternated between English and Spanish when discussing the content of the book. Language mixing of children was positively associated with the number of maternal utterances on the immediate content of the book, while negatively associated with that on reading the text. Child’s engagement in book reading was associated with the affective quality of mother–child interactions, but not with the content of maternal utterances. Family literacy programme use, especially parent–child interactive literacy activities service was positively associated with the number of maternal utterances on the content of the book.     

家庭养育环境对幼儿语言发育迟缓影响的病例对照研究

目的 研究儿童家庭养育环境对幼儿语言发育迟缓的影响,为促进儿童早期语言发育提供依据。方法 采用随机抽样法选取2017年11月—2018 年8月于上海市儿童医院儿童保健科诊断为语言发育迟缓的112例儿童作为语言迟缓组,以性别、年龄作为匹配因素,筛选同期正常体检127例的儿童作为对照组,利用1～3岁儿童家庭养育环境量表、幼儿语言发育迟缓流行病学调查问卷对研究对象进行问卷调查。结果 语言发育迟缓组儿童的父母文化程度均低于正常儿童组,运动能、应物能、言语能、应人能发育商分数均落后于正常儿童(P＜0.01)。正常组儿童总体家庭养育环境优于语言迟缓组儿童(Z＝-2.884,P＝0.004),在情感温暖/环境气氛、社会适应及自理、语言及认知信息维度中,语言迟缓组儿童家庭养育评价较差(Z=-2.032、-3.974、-4.835,P＜0.05或＜0.01)。控制了混杂因素后结果显示,儿童家庭养育环境是影响其语言发育的重要因素(P＜0.01)。儿童言语能发育商与其家庭养育环境呈正相关(r=0.480,P＜0.01),家庭养育环境总评分每增加1分,儿童言语能发育商DQ平均上升0.45。结论 家庭养育环境是影响儿童语言发展的重要因素,建议家庭内增加儿童参与认知活动的机会,提高亲子互动的质量。     

Higher food literacy scores are associated with healthier diet quality in children and adolescents: the development and validation of a two-dimensional food literacy measurement tool for children and adolescents

BACKGROUND/OBJECTIVESMost child and adolescent food literacy measurement tools focus on nutrition and food safety. However, the importance of aspects related to the food system such as food distribution and food waste and their effects on environmental sustainability is growing. We therefore developed and validated a two-dimensional tool for children (8–12 years old) and adolescents (13–18 years old) that can comprehensively measure food literacy. The association of food literacy with diet quality and self-reported health was assessed.SUBJECTS/METHODSFirst, we developed a food literacy conceptual framework that contains food system and literacy dimensions through a literature review, focus group interviews, and expert review. After a face validity study, we conducted the main survey (n = 200) to validate the questionnaire. Construct validity and reliability were assessed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach''s alpha.RESULTSAs a result of the Delphi study, content validity was confirmed for the remaining 30 items after two items were excluded (content validity ratio = 0.86). Eleven items were excluded from the EFA results, while the CFA results indicated appropriate fit indices for the proposed model (comparative fit index = 0.904, root mean square error of approximation = 0.068). The final food literacy questionnaire consisted of 19 questions and comprised 5 factors: production, distribution, selection, preparation and cooking, and intake. Food literacy was positively associated with diet quality, as assessed by the Nutrition Quotient score, in both children and adolescents and with self-reported health in adolescents.CONCLUSIONSBased on this integrated conceptual framework, a two-dimensional 19-item food literacy measurement tool was developed and verified for practical use to improve the diet quality and food-related environmental sustainability awareness of children and adolescents.     

The covariation between parental and expert evaluations of early language skills

This study investigated the potential interrelationship between parental (maternal) and expert assessments of the expressive and receptive language skills of 12- to 18-month-old children. The language activities of 27 children were monitored by their mothers (MCDI scale: Lyytinen, 2000. Varhaisen kommunikaation ja kielen kehityksen arviointimenetelmä. Jyväskylän yliopiston lapsitutkimuskeskus ja Niilo Mäki Instituutti. Jyväskylä: Yliopistopaino. [An assessment tool for early communication and language development] Jyväskylä: University Press) and trained researchers (Bayley Scales III: Bayley, 2006. Bayley III Scales of Infant Development. Administration Manual. San Antonio, TX: Psychological Corporation). First and foremost, the results showed that parental and expert assessments of different aspects of child development were in accord, even after controlling for the child's age. Covariance modelling confirmed the strong concordance between maternal and expert assessment of both aspects of early language development. Furthermore, maternal age did have an effect on the child's receptive language, according to experts' assessments. Gender or maternal education level did not have an impact on language skills as measured by Bayley assessment. Parent-reported dyslexia in a close relative was also taken into account.     

Phonological awareness and emerging reading skills of two- to five-year-old children

This study, conducted in Finnish private and Montessori child care centres, aimed at investigating the development of the phonological awareness (PA) of two- to five-year-old preschool children within a six-month period in relation to emerging letter knowledge and reading skills. The children (N?=?72) performed five phonological tasks and a vocabulary test, a letter knowledge test and a reading skills test twice; in the beginning, when knowing no letters, and at the end of the study. The results show that the children's performance in the different phonological tasks improved over a six-month period. Detecting word structure or blending phonemes were easier than producing rhymes or twisting. The children who had learned to recognize letters performed better in phonological tasks than the children who had not learned any letters, but children able to read precociously exceeded all. Our results appear to indicate that learning letters does not require previous PA ability but affects PA.     

A Rasch Analysis Study Determining the Internal Validity and Separation Reliability of the Inventory of Reading Occupations - Adult: A Measure of Functional Literacy Participation

Abstract

The objective of this study was to determine the internal validity and separation reliability of the Inventory of Reading Occupations – Adult (IRO-Adult), an assessment of functional literacy participation for adults. Participants included 69 adults with typical reading abilities and difficulties with reading. The fit of the IRO-Adult items was analyzed with the Rasch model of unidimensionality using goodness-of-fit analysis and analysis of standardized residuals. Also analyzed was the tool’s ability to reliably separate distinct levels of reading participation and the optimal functioning of its rating scales. The IRO-Adult items fit the Rasch model of unidimensionality. Three test items can be further refined to strengthen internal validity. Items are able to reliably detect multiple levels of reading participation and change in functional literacy participation over time. Several categories in the tool’s rating scale can be combined for better clarity and to optimize rating scale functioning. The study provides preliminary evidence of validity and reliability of the IRO-Adult as a useful tool to assess functional literacy participation of adults. Further studies on other psychometric properties and clinical utility are warranted.     

Examining the effects of adapted peer tutoring on social and language skills of young English language learners

The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms were randomly assigned as the experimental group and two other classrooms were assigned as the comparison group. A total of 75 children participated in this study. The ELLs from the experimental group demonstrated significant improvement than their peers from the comparison group in positive social interaction behaviour, receptive language, and print knowledge. The total effect indicated that children's social interaction behaviour moderately mediated the APT effectiveness on language acquisition.     

重视儿童早期发展中运动能力的发展与习惯的培养

运动是儿童早期发展的重要组成部分,可促进儿童生理、心理和社会能力的发展。照护者将运动融入到日常的养育照护过程中,循序渐进发展儿童的运动能力,从小培养儿童的运动习惯,有助于促进儿童早期发展,提高儿童生命的远期健康,也是提高人口素质,强国强民的重要举措。