Reading and Writing

, Volume 22, Issue 1, pp 57–84 | Cite as

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

  • Young-Suk Kim


Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.


Emergent literacy skills Home literacy practices Korean Literacy development Preschool 



Part of this research was supported by the National Science Foundation Dissertation Grant (#0545205) and Min Young-Chul Memorial Travel Grant by Harvard Korea Institute. Statements in this article do not reflect the position or policies of these agencies and no endorsement of the findings is either granted or implied. The author wishes to thank all the participants and their families in the study and the directors and teachers of the participating preschools. In particular, the author thanks Heesook Kim and Jaeshik Kim for their help with data collection. The author also appreciates valuable insights and input of Catherine Snow, John Willett, and anonymous reviewers.


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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Florida State University and Florida Center for Reading ResearchTallahasseeUSA

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