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Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study

Soto-Calvo, E, Simmons, FR, Adams, AM, Francis, HN and Giofré, D (2019) Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development. ISSN 1040-9289

Soto Calvo et al. (2019) symplectic.docx.pdf - Accepted Version

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Research Findings. It has been proposed that the home literacy environment may influence the development of early number skills. However, the results of studies examining the association between home literacy experiences and early number skills are mixed. This could be due to the way that the home literacy experiences are conceptualized and measured. This study examines the relationship between early number skills and aspects of the home learning environment. Alongside home number experiences and parental mathematical attitudes, two types of home literacy experiences were examined in a sample of 274 pre-schoolers (mean age 4:0, SD 4 months); code-focused home literacy experiences that focus on the phonological and orthographic features of language, and meaning-focused home literacy experiences that focus on sharing the meaning of language and text. Home number experiences and letter-sound interactions (interactive code-focused literacy experiences) were related to the children’s counting, number transcoding, and calculation skills whereas meaning-focused home literacy experiences and parental mathematical attitudes were largely unrelated to these early number skills. Structural equation models indicated that only letter-sound interactions could predict statistically significant unique variance in counting, number transcoding, and calculation. Practice or Policy. These findings suggest that code– rather than meaning-focused home literacy experiences are related to pre-schoolers early number skills. Supporting parents to engage in code-focused home literacy experiences may benefit pre-schoolers number skills as well as their emergent literacy.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in: Early Education and Development on 27/05/2019, available online: http://www.tandfonline.com/10.1080/10409289.2019.1617012
Uncontrolled Keywords: 1301 Education Systems
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1139.2 Early childhood education
Divisions: Natural Sciences & Psychology (closed 31 Aug 19)
Publisher: Taylor & Francis
Date Deposited: 07 Jun 2019 09:26
Last Modified: 04 Sep 2021 09:18
DOI or ID number: 10.1080/10409289.2019.1617012
URI: https://researchonline.ljmu.ac.uk/id/eprint/10843
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