Tools
Tools
Simmons, FR, Soto-Calvo, E, Adams, A-M, Francis, HN, Patel, H and Giofré, D (2022) Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading: Evidence From A Longitudinal Study. Early Education and Development. ISSN 1040-9289
|
Text
Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading Evidence From A Longitudinal Study.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
Abstract
Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children’s language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time 1 (Mage = 3:11). At time 2, the children completed phonological awareness, vocabulary, inhibitory control and nonverbal reasoning assessments (Mage = 4:3) and at time 3 a word reading assessment (Mage = 5:3). Letter-sound interactions (a code-related home literacy index that included discussions about letter-sound associations) bore significant associations with children’s word reading, whereas letter activities (a code-related index that was less focussed on letter-sound links) did not. Path analyses indicated that letter-sound interactions directly predicted regular word reading and predicted regular and irregular word reading indirectly via children’s phonological awareness. These findings highlight that different aspects of code-related home literacy experiences are differentially associated with later word reading skills. Practice and Policy: The findings suggest that parents’ integration of interactive, age-appropriate discussions that focus on letter-sound associations into children’s everyday experiences may support emerging word decoding skills.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an Accepted Manuscript version of the following article, accepted for publication in Early Education and Development. Fiona R. Simmons, Elena Soto-Calvo, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & David Giofrè (2022) Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading: Evidence From A Longitudinal Study, Early Education and Development, DOI: 10.1080/10409289.2021.2003623. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| 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: | Psychology (from Sep 2019) |
| Publisher: | Taylor & Francis |
| Date Deposited: | 01 Dec 2021 10:04 |
| Last Modified: | 21 Jan 2022 12:30 |
| DOI or ID number: | 10.1080/10409289.2021.2003623 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/15850 |
 |
View Item |