Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment

Journal of Research in Reading

Volumn 37, Issue 1, 2014, Pages 65-83

  Sawyer, Brook E ^a   Justice, Laura M ^b   Guo, Ying ^c   Logan, Jessica A R ^b   Petrill, Stephen A ^b   Glenn Applegate, Katherine ^d   Kaderavek, Joan N ^e   Pentimonti, Jill M ^b  

^a LEHIGH UNIVERSITY   (United States)

^b OHIO STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CINCINNATI   (United States)

^d OHIO WESLEYAN UNIVERSITY   (United States)

^e UNIVERSITY OF TOLEDO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84895902129     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/jrir.12008     Document Type: Article

References (49)

1. Baker, L. & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269. doi: 10.1080/713775283
2. Bennett, K.K., Weigel, D.J. & Martin, S.S. (2002). Children's acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17, 295-317. doi: 10.1016/S0885-2006(02)00166-7
3. Bishop, D.V. & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050. doi: 10.1093/brain/awr141
4. Boudreau, D. & Hedberg, N. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8, 249-260.
5. Bruner, J.S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R.J. Jarvella & W.J.M. Levelt (Eds.), The child's conception of language. (pp. 241-256). New York: Springer-Verlag.
6. Burgess, S.R., Hecht, S.A. & Lonigan, C.J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426. doi: 10.1598/RRQ.37.4.4
7. Bus, A.G., van Ijzendoorn, M.H. & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21. doi: 10.3102/00346543065001001
8. Catts, H.W., Fey, M.E., Tomblin, J.B. & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 48, 1378-1396. doi: 10.1044/1092-4388(2002/093)
9. Christian, K., Morrison, F.J. & Bryant, F.B. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13, 501-521. doi: 10.1016/S0885-2006(99)80054-4
10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
11. Dale, P.S. & Crain-Thoreson, C. (1999). Language and literacy in a developmental perspective. Journal of Behavioral Education, 9, 23-33. doi: 10.1023/A:1022135831472
12. Deckner, D.F., Adamson, L.B. & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31-41. doi: 10.1016/j.appdev.2005.12.001
13. Dickinson, D., McCabe, P.C., Anastasopoulous, L., Peisner-Feinberg, E.S. & Poe, M.D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481. doi: 10.1037/0022-0663.95.3.465
14. Evans, M.A., Shaw, D. & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75. doi: 10.1037/h0087330
15. Foy, J.G. & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycho/linguistics, 24, 59-88. doi: 10.1017/S0142716403000043
16. Fritjers, J.C., Barron, R.W. & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466-477. doi: 10.1037/0022-0663.92.3.466
17. Gorsuch, R.L. (1983). Factor analysis. (2nd edn). Hillsdale, NJ: Lawrence Erlbaum.
18. Hood, M., Conlon, E. & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252-271. doi: 10.1037/0022-0663.100.2.252
19. Invernizzi, M.A., Sullivan, A., Meier, J.D. & Swank, L. (2004). The phonological awareness screening: Preschool teacher's manual. Charlottesville, VA: Virginia Department of Education and the University of Virginia Curry School of Education.
20. Justice, L.M., Bowles, R.P. & Skibbe, L.E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37, 224-235. doi: 10.1044/0161-1461(2006/024)
21. Justice, L.M., Chow, S.-M., Capelinni, C., Flanigan, K. & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332. doi: 10.1044/1058-0360(2003/078)
22. Justice, L.M. & Ezell, H. (2000). Enhancing children's print and word awareness through home based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
23. Justice, L.M. & Ezell, H.K. (2004). Print referencing: An emergent literacy enhancement technique and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193. doi: 10.1044/0161-1461(2004/018)
24. Kaderavek, J.N. & Sulzby, E. (2000). Issues in emergent literacy for children with specific language impairments: Language production during storybook reading, toy play and oral narratives. In L.R. Watson, T.L. Layton & E.R. Crais (Eds.), Handbook of early language impairment in children: Assessment and treatment. (pp. 199-244). New York: Delmar.
25. Kaiser, H.F. & Rice, J. (1974). Little jiffy mark IV. Educational and Psychological Measurement, 34, 111-117.
26. Kaufman, A.S. & Kaufman, N.L. (2004). Kaufman Brief Intelligence Test. (2nd edn). San Antonia, TX: PsychCorp.
27. Kim, Y. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 2, 57-84. doi: 10.1007/s11145-007-9103-9
28. Lomax, R.G. & McGee, L.M. (1987). Young children's concept about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
29. Lonigan, C.J., Burgess, S.R. & Anthony, J.S. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence of a latent-variable longitudinal study. Developmental Psychology, 36, 596-613. doi: 10.1037/0012-1649.36.5.596
30. McGinty, A.S. & Justice, L.M. (2009). Predictors of print knowledge in children with specific language impairment: Experiential and developmental factors. Journal of Speech, Language, and Hearing Research, 52, 81-97. doi: 10.1044/1092-4388(2008/07-0279)
31. McKenna, M.C., Kear, D.J. & Ellsworth, R.A. (1995). Children's attitude toward reading: A national survey. Reading Research Quarterly, 30, 934-955.
32. National Early Literacy Panel (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Available from: http://www.nifl.gov/earlychildhood/NELP/ELPreport.html
33. NICHD Early Child Care Research Network (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428-442. doi: 10.1037/0012-1649.41.2.428
34. Oswald, D.P., Best, A.M., Coutinho, M.J. & Nagle, H.A.L. (2003). Trends in the special education identification rates of boys and girls: A call for research and change. Exceptionality, 11(4), 223-237. doi: 10.1207/S15327035EX1104_3
35. Purcell-Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428. doi: 10.1598/RRQ.31.4.4
36. Roberts, J., Jurgens, J. & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345-359. doi: 10.1044/1092-4388(2005/024)
37. Samaroff, A.J. & Fiese, B.H. (2000). Transactional regulation: The developmental ecology of early intervention. In J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of early childhood intervention. Cambridge, MA: Cambridge University Press.
38. Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C.D. & Foorman, B.R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282. doi: 10.1037/0022-0663.96.2.265
39. Sènèchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59-87. doi: 10.1207/s1532799xssr1001_4
40. Sènèchal, M. & LeFevre, J. (2003). Parental involvement in the development of children's reading skills: A five year longitudinal study. Child Development, 73, 445-460. doi: 10.1111/1467-8624.00417
41. Sènèchal, M., LeFevre, J., Thomas, E.M. & Daley, K.E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116. doi: 10.1598/RRQ.33.1.5
42. Skibbe, L.E., Grimm, K.J., Stanton-Chapman, T.L., Justice, L.M., Pence, K.L. & Bowles, R.P. (2008). Reading trajectories of children with language difficulties from preschool through Grade five. Language, Speech, and Hearing Services in Schools, 39, 475-486. doi: 10.1044/0161-1461(2008/07-0016)
43. Skibbe, L.E., Justice, L.M., Zucker, T.A. & McGinty, A.S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19, 68-88. doi: 10.1080/10409280701839015
44. Sonnenschein, S. & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337. doi.org/10.1016/S0885-2006(02)00167-9
45. Stephenson, K.A., Parrila, R.K., Georgiou, G.K. & Kirby, J.R. (2008). Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24-50. doi: 10.1080/10888430701746864
46. Storch, S.A. & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947. doi: 10.1037/0012-1649.38.6.934
47. Tabachnick, B.G., & Fidell, L.S. (2001). Using multivariate statistics. (4th edn). Boston, MA: Allyn and Bacon.
48. Vygotsky, L. (1978). Mind in society. Cambridge, MA: MIT Press.
49. Wiig, E., Secord, W. & Semel, E. (2004). Clinical evaluation of language fundamentals preschool. (2nd edn). San Antonio, TX: Harcourt.