Abstract
An early home literacy environment is essential to children’s later reading development. However, few studies have explored the home literacy environment’s influence on Chinese reading in preschoolers across a wide age range. The present study mainly investigated the effects of the home literacy environment on Chinese word reading in 3- to 6-year-old children. Additionally, children’s literacy interest, which is important for reading development and interacts with the home literacy environment, was also measured. Two hundred twenty-three children were recruited and completed a Chinese character recognition task, and their parents were asked to rate the children’s home literacy environment. The results showed that the home literacy environment changed significantly with children’s age, suggesting that the home literacy environment may change over time. Hierarchical regression analyses revealed that the effect of the home literacy environment on Chinese word reading showed different patterns across age groups. Specifically, parent reading instruction and children’s interest in print played unique roles in the Chinese word reading of 4-year-old children. Moreover, home reading resources independently contributed to 6-year-olds’ word reading skills, with a marginally significant effect of parent reading instruction. The results provided important evidence for the home literacy model in early Chinese word reading development and highlighted the necessity of incorporating children’s literacy interest into investigations of the home literacy environment.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
We did not conduct the overall regression with interaction terms as it was complex to interpret the interaction effects with four levels of age group and three HLE factors.
References
Baroody, A. E., & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78–87. https://doi.org/10.1177/0271121410392803
Beijing Municipal Bureau of Statistics. (2017). Beijing statistical yearbook. Retrieved on January 24, 2021 from: http://nj.tjj.beijing.gov.cn/nj/main/2017-tjnj/zk/indexch.htm
Beijing Municipal Bureau of Statistics. (2020). Beijing statistical yearbook. Retrieved on June 07, 2021 from: http://nj.tjj.beijing.gov.cn/nj/main/2020-tjnj/zk/indexch.htm
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
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(4), 408–426. https://doi.org/10.1598/rrq.37.4.4
Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42, 150–161. https://doi.org/10.1111/1467-9817.12255
Chen, X. A., Zhou, H., Zhao, J. D., & Davey, G. (2010). Home literacy experiences and literacy acquisition among children in Guangzhou, south China. Psychological Reports, 107(2), 354–366. https://doi.org/10.2466/04.11.17.21.28.pr0.107.5.354-366
Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244. https://doi.org/10.1037/0012-1649.44.1.233
Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. https://doi.org/10.1007/s11145-010-9233-3
de Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389–414. https://doi.org/10.1016/S0022-4405(01)00080-2
Deng, C. P., Silinskas, G., Wei, W., & Georgiou, G. K. (2015). Cross-lagged relationships between home learning environment and academic achievement in Chinese. Early Childhood Research Quarterly, 33, 12–20. https://doi.org/10.1016/j.ecresq.2015.05.001
Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale, 54(2), 65–75. https://doi.org/10.1037/h0087330
Frijters, 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(3), 466–477. https://doi.org/10.1037/0022-0663.92.3.466
Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C., & Snowling, M. J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266
Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914. https://doi.org/10.1080/01411926.2010.506945
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. https://doi.org/10.1037/0022-0663.100.2.252
Hume, L. E., Allan, D. M., & Lonigan, C. J. (2016). Links between preschoolers’ literacy interest, inattention, and emergent literacy skills. Learning and Individual Differences, 47(Suppl. 3), 88–95. https://doi.org/10.1016/j.lindif.2015.12.006
Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663
Ip, P., Rao, N., Bacon-Shone, J., Li, S. L., Hon, F. K. W., Chow, C. B., & Jiang, F. (2016). Socioeconomic gradients in school readiness of Chinese preschool children: The mediating role of family processes and kindergarten quality. Early Childhood Research Quarterly, 35, 111–123. https://doi.org/10.1016/j.ecresq.2015.10.005
Justice, L. M., Logan, J. A. R., Isitan, S., & Sackes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37, 131–139. https://doi.org/10.1016/j.ecresq.2016.05.002
Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech Language and Hearing Research, 54(2), 523–538. https://doi.org/10.1044/1092-4388(2010/09-0151)
Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677–692. https://doi.org/10.1016/j.jecp.2010.11.001
Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44(5), 1335–1353. https://doi.org/10.1037/a0013030
Leppänen, U., Aunola, K., Niemi, P., & Nurmi, J. E. (2008). Letter knowledge predicts Grade 4 reading fluency and reading comprehension. Learning and Instruction, 18(6), 548–564. https://doi.org/10.1016/j.learninstruc.2007.11.004
Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J. E. (2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39(1), 72–93. https://doi.org/10.1598/rrq.39.1.5
Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J. E. (2006). Development of reading and spelling Finnish from preschool to Grade 1 and Grade 2. Scientific Studies of Reading, 10(1), 3–30. https://doi.org/10.1207/s1532799xssr1001_2
Levy, B. A., Gong, Z. Y., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93(1), 63–93. https://doi.org/10.1016/j.jecp.2005.07.003
Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore. International Journal of Behavioral Development, 24(1), 82–90. https://doi.org/10.1080/016502500383502
Li, S., & Yin, L. (2017). Sensitivity to stroke emerges in kindergartners reading Chinese script. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00889
Lin, D., McBride-Chang, C., Shu, H., Zhang, Y. P., Li, H., Zhang, J. A., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21(8), 1117–1122. https://doi.org/10.1177/0956797610375447
Liu, C. N., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001
Liu, D., Chung, K. K. H., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(3), 268–291. https://doi.org/10.1111/1467-9817.12046
Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21(4), 496–505. https://doi.org/10.1016/j.learninstruc.2010.06.005
Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19(6), 466–480. https://doi.org/10.1016/j.learninstruc.2008.07.003
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004
Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science-Revue Canadienne Des Sciences Du Comportement, 44(3), 210–221. https://doi.org/10.1037/a0026758
McBride, C. (2016). Children’s literacy development: A cross cultural perspective on learning to read and write. Routledge.
McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J. R., Shu, H., & Zhang, Y. P. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children’s early literacy skills. Reading and Writing, 25(1), 283–300. https://doi.org/10.1007/s11145-010-9270-y
Niklas, F., & Schneider, W. (2017). Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness. First Language, 37(5), 433–452. https://doi.org/10.1177/0142723717698838
Pan, Y. Q., Gauvain, M., Liu, Z. K., & Cheng, L. (2006). American and Chinese parental involvement in young children’s mathematics learning. Cognitive Development, 21(1), 17–35. https://doi.org/10.1016/j.cogdev.2005.08.001
Roberts, J. E., 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(2), 345–359. https://doi.org/10.1044/1092-4388(2005/024)
Sénéchal, 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(1), 59–87. https://doi.org/10.1207/s1532799xssr1001_4
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222
Sénéchal, M., LeFevre, J. A., 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(1), 96–116. https://doi.org/10.1598/rrq.33.1.5
Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27–44. https://doi.org/10.1080/10409280701838710
Shanghai Municipal Bureau of Statistics. (2017). Shanghai statistical yearbook. Retrieved on January 24, 2021 from: http://tjj.sh.gov.cn/tjnj/20190117/0014-1001529.html.
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J. E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20(1), 61–71. https://doi.org/10.1016/j.learninstruc.2009.01.002
Silinskas, G., Lerkkanen, M. K., Tolvanen, A., Niemi, P., Poikkeus, A. M., & Nurmi, J. E. (2012). The frequency of parents’ reading-related activities at home and children’s reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33(6), 302–310. https://doi.org/10.1016/j.appdev.2012.07.004
Silinskas, G., Torppa, M., Lerkkanen, M. K., & Nurmi, J. E. (2020). The home literacy model in a highly transparent orthography. School Effectiveness and School Improvement, 31(1), 80–101. https://doi.org/10.1080/09243453.2019.1642213
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(1), 24–50. https://doi.org/10.1080/10888430701746864
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/10.1037//0012-1649.38.6.934
Su, M. M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54–63. https://doi.org/10.1016/j.learninstruc.2016.12.003
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005
Sulzby, E. (1985). Children’s emergent reading of favorite books: A developmental study. Reading Research Quarterly, 20, 458–4814. https://doi.org/10.1598/rrq.20.4.4
Teale, W. H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), The future of literacy in a changing world (pp. 111–130). Pergamon Press.
Torppa, M., Poikkeus, A. M., Laakso, M. L., Tolvanen, A., Leskinen, E., Leppänen, P. H. T., Puolakanaho, A., & Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11(2), 73–103. https://doi.org/10.1080/10888430709336554
van Bergen, E., van Zuijen, T., Bishop, D., & de Jong, P. F. (2017). Why are home literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52(2), 147–160. https://doi.org/10.1002/rrq.160
van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367–382. https://doi.org/10.1111/j.1467-9817.2006.00301.x
Velicer, W. F., & Jackson, D. N. (1990). Component analysis versus common factor analysis: Some issues in selecting an appropriate procedure. Multivariate Behavioral Research, 25(1), 1–28. https://doi.org/10.1207/s15327906mbr2501_1
Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children’s reading skills and interest. Early Education and Development, 25(6), 791–814. https://doi.org/10.1080/10409289.2014.862147
Yin, L., & McBride, C. (2015). Chinese kindergartners learn to read characters analytically. Psychological Science, 26(4), 424–432. https://doi.org/10.1177/0956797614567203
Yin, L., & Treiman, R. (2013). Name writing in Mandarin-speaking children. Journal of Experimental Child Psychology, 116(2), 199–215. https://doi.org/10.1016/j.jecp.2013.05.010
Zhang, L., & Li, S. (2018). Development of Chinese character’s orientation sensitivity in 3-to-5-year-old children. Studies of Psychology and Behavior, 16(1), 74–80. [in Chinese].
Zhang, S. Z., Inoue, T., Shu, H., & Georgiou, G. K. (2020a). How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing, 33, 1745–1767. https://doi.org/10.1007/s11145-019-09991-2
Zhang, W., Ni, A., & Li, S. (2020b). Development of orientation sensitivity to Chinese compound characters in 4-to 6-year-old children. PsyCh Journal, 10(1), 33–46. https://doi.org/10.1002/pchj.405
Zhao, J., & Li, S. (2014). Development of form recognition of visual word in Chinese children of 3 to 6 years old. Psychological Science, 37, 357–362. [in Chinese].
Zhao, J., Zhao, P., Weng, X., & Li, S. (2014). Do preschool children learn to read words from environmental prints? PLoS ONE, 9(1), e85745. https://doi.org/10.1371/journal.pone.0085745
Acknowledgements
This work was supported by the National Sciences Foundation of China (31571140). We are grateful for Ms Li Zhang and Ms Yunchuang Chen for their assistances of collecting data.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors have no conflicts of interest to declare.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Li, X., Li, S. The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills. Read Writ 35, 803–824 (2022). https://doi.org/10.1007/s11145-021-10212-y
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11145-021-10212-y