Advertisement

Early Literacy at Home: General Environmental Factors and Specific Parent Input

  • Catherine McBride-Chang
  • Yvonne Y. Y. Chow
  • Xiuli Tong
Chapter
Part of the Literacy Studies book series (LITS, volume 2)

Abstract

This chapter outlines three aspects of early literacy in relation to general environment and parenting. First, we overview some general characteristics of the home environment that can influence how (and what) children learn to read and write. Next, we overview more specifically how parents can facilitate children’s early literacy growth. These studies focus particularly on dialogic reading and shared parent-child writing. Finally, we highlight the importance of both phonological awareness and morphological awareness for children’s early reading and writing development. Children’s early cognitive skills interact with their general environment, including the central role of parents and other caregivers, in affecting early literacy growth across cultures.

Keywords

Phonological Awareness Word Reading Morphological Awareness Literacy Development Vocabulary Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Aram, D. (2007). Sensitivity and consistency of maternal writing mediation to twin kindergartners. Early Education and Development, 18, 71–92.CrossRefGoogle Scholar
  2. Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES: sociocultural factors, maternal mediation, and emergent literacy. Cognitive Development, 16, 831–852.CrossRefGoogle Scholar
  3. Aram, D., & Levin, I. (2004). The role of maternal mediation of writing to kindergartners in promoting literacy in school: a longitudinal perspective. Reading and Writing, 17, 387–409.CrossRefGoogle Scholar
  4. Balmuth, M. (1992). The roots of phonics: a historical introduction. Baltimore, MD: York Press.Google Scholar
  5. Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame’enui, E. J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37, 150–176.CrossRefGoogle Scholar
  6. Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: a meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–414.CrossRefGoogle Scholar
  7. Chan, T.Y., & McBride-Chang, C. (2005). Environment and bilingualism in Hong Kong kindergartners: The impact of foreign domestic helpers on early language-learning. Journal of Psychology in Chinese Societies 6, 179–193.Google Scholar
  8. Cheung, H., & Ng, L. (2003). Chinese reading development in some major Chinese societies: an introduction. In C. McBride-Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 3–17). Westport, CT: Praeger Press.Google Scholar
  9. Chiu, M. M., & McBride-Chang, C. (2006). Gender, Context, and Reading: a comparison of students in 41 countries. Scientific Studies of Reading, 10, 331–362.CrossRefGoogle Scholar
  10. Cho, J.-R., McBride-Chang, C., & Park, S.-G. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21, 255–274.Google Scholar
  11. Chow, B. W.-Y., & McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development, 14, 233–248.CrossRefGoogle Scholar
  12. Chow, B. W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as an L2. Journal of Educational Psychology, 97, 81–87.CrossRefGoogle Scholar
  13. Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Choi, L. (2008). Dialogic reading and morphology training in Chinese children: effects on language and literacy. Developmental Psychology, 44, 233–244.CrossRefGoogle Scholar
  14. Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 209–240.CrossRefGoogle Scholar
  15. Fung, P.-C., Chow, B. W.-Y., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10, 82–95.CrossRefGoogle Scholar
  16. Ho, C. S.-H., & Braynt, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946–951.CrossRefGoogle Scholar
  17. Korat, O., & Levin, I. (2001). Maternal beliefs and child development: comparison of text writing between two social groups. Journal of Applied Developmental Psychology, 22, 397–420.CrossRefGoogle Scholar
  18. Lau, J. Y.-H., & McBride-Chang, C. (2005). Home literacy and Chinese reading in Hong Kong children. Early Education and Development, 16, 5–21.CrossRefGoogle Scholar
  19. Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 294–318.CrossRefGoogle Scholar
  20. Levin, I., & Bus, A. (2003). How is emergent writing based on drawing? Analyses of children’s products and their sorting by children and mothers. Developmental Psychology, 29, 891–905.CrossRefGoogle Scholar
  21. Levin, I., Ravid, D., & Rapaport, S. (2001). Morphological and spelling among Hebrew-speaking children: from kindergarten to first grade. Journal of Child Language, 28, 741–772.CrossRefGoogle Scholar
  22. Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2005). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93, 139–165.CrossRefGoogle Scholar
  23. Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, R.Y.-M., Chow, Y.Y.-Y., & Tolchinsky, L. (in press). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24, 1286–1311.Google Scholar
  24. Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.CrossRefGoogle Scholar
  25. Lyster, S. A. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing, 15, 261–294.CrossRefGoogle Scholar
  26. McBride-Chang, C. (2004). Children’s literacy development (texts in developmental psychology series). London: Edward Arnold/Oxford Press.Google Scholar
  27. McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., et al. (2005). Changing models across cultures: Associations of phonological and morphological awareness to reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 92(2), 140–160.CrossRefGoogle Scholar
  28. McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese Character Recognition. Journal of Educational Psychology, 95, 743–751.CrossRefGoogle Scholar
  29. Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., et al. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19, 457–487.CrossRefGoogle Scholar
  30. Rauh, V. A., Lamb-Parker, F., Garfinkel, R. S., Perry, J., & Andrews, H. F. (2003). Biological, social, and community influences on the third-grade reading levels of minority head start children: a multi-level approach. Journal of Community Psychology, 31(3), 255–278.CrossRefGoogle Scholar
  31. Rispens, J., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced reading and spelling in Dutch: a cross-sectional study. Reading and Writing, 21, 587–607.CrossRefGoogle Scholar
  32. Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the developmental of children’s reading skill: a five-year longitudinal study. Child Development, 73(2), 445–460.CrossRefGoogle Scholar
  33. Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122–133.CrossRefGoogle Scholar
  34. Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886–899.CrossRefGoogle Scholar
  35. Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Truitt, V. G., & Munsterman, K. (1997). Parental beliefs about ways to help children learn to read: the impact of an entertainment or a skills perspective. Early Child Development and Care, 127–128, 111–118.CrossRefGoogle Scholar
  36. Tracey, D. H., & Young, J. W. (2002). Mothers’ helping behaviors during children’s at-home oral-reading practice: effects of children’s reading ability, children’s gender, and mothers’ educational level. Journal of Educational Psychology, 94, 729–737.CrossRefGoogle Scholar
  37. UNICEF. (2001). The state of the world’s children 2001. Retrieved March 11, 2006, from http://www.unicef.org/sowc01
  38. Valenzuela, M. (1997). Maternal sensitivity in a developing society: the context of urban poverty and infant chronic undernutrition. Developmental Psychology, 33, 845–855.CrossRefGoogle Scholar
  39. Vernon-Feagans, L., Hammer, C. S., Miccio, A., & Manolove, E. (2001). Early language and literacy skills in low-income African American and Hispanic children. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 192–210). New York: Guilford Press.Google Scholar
  40. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555.CrossRefGoogle Scholar
  41. Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552–558.CrossRefGoogle Scholar
  42. Whitehurst, G. J., & Lonigan, C. J. (1998). The development and emergent literacy. Child Development, 69, 848–872.Google Scholar
  43. Whitehurst, G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261–272.CrossRefGoogle Scholar
  44. Wagner, R. K., Muse, A. E., & Tannenbaum, K. R. (2007). Vocabulary acquisition: implications for reading comprehension. New York, NY: The Guilford Press.Google Scholar
  45. Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development & Care, 176(3/4), 357–378.CrossRefGoogle Scholar
  46. Wu, X., Li, W., & Anderson, R. C. (1999). Reading instruction in China. Journal of Curriculum Studies, 31, 571–586.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Catherine McBride-Chang
    • 1
  • Yvonne Y. Y. Chow
    • 1
  • Xiuli Tong
    • 1
  1. 1.The Chinese University of Hong KongMa Liu ShuiHong Kong

Personalised recommendations