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Characteristics of the preschool home literacy environment which predict writing skills at school

Adams, A-M, Soto-Calvo, E, Francis, HN, Patel, H, Hartley, C, Giofré, D and Simmons, FR (2021) Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing. ISSN 0922-4777

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Aspects of the preschool home learning environment which may foster reading development have been identified, although their relationships with spelling and writing remain unclear. The present study explored associations between the preschool home literacy environment (HLE), language and nonverbal abilities and children’s spelling and writing skills measured two years later. A parental questionnaire recorded the reported frequency of pre-schoolers’ code- and meaning-related home literacy experiences, alongside an index of book exposure. One hundred and twenty one children (60 female, Mage= 6:7 SD= 3.67 months) contributed data assessing their transcription skills, indexed by handwriting fluency and word spelling, and translation abilities, indexed by sentence generation and the ability to produce more extended text. Exploratory factor analyses confirmed distinct factors relating to the productivity and complexity of writing samples. Regression analyses revealed that the frequency of preschool code-related, letter-sound interactions explained significant variance in children’s transcription skills at school, independently of earlier language and nonverbal abilities. In contrast, experiences in the preschool HLE were not related to the higher level writing skills of translation and text production. The implications of the findings for our understanding of the cognitive and environmental factors associated with children’s early writing development are discussed.

Item Type: Article
Uncontrolled Keywords: 13 Education, 17 Psychology and Cognitive Sciences, 20 Language, Communication and Culture
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1139.2 Early childhood education
Divisions: Psychology (from Sep 2019)
Publisher: Springer
Date Deposited: 12 Feb 2021 11:56
Last Modified: 04 Sep 2021 05:57
DOI or ID number: 10.1007/s11145-021-10133-w
URI: https://researchonline.ljmu.ac.uk/id/eprint/14446
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