Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2
Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M.-K. (2020). Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2. Frontiers in Psychology, 11, Article 1508. https://doi.org/10.3389/fpsyg.2020.01508
Published inFrontiers in Psychology
© 2020 Silinskas, Sénéchal, Torppa and Lerkkanen.
According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent–child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children’s engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children’s engagement were examined, namely, children’s independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children’s reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children’s independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children’s progress in reading, whereas shared reading decreased over time. Fourth, children’s own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model. ...
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Related funder(s)Academy of Finland
Funding program(s)Research post as Academy Research Fellow, AoF; Research costs of Academy Research Fellow, AoF; Academy Project, AoF; Postdoctoral Researcher, AoF
Additional information about fundingFirst Steps project: grants from the Academy of Finland approval numbers 213486 for 2006–2010, 263891 for 2011–2013, and 268586 for 2013–2017. For Silinskas’ work on the present manuscript: Academy of Finland (grants 296082, 331525, and 336148). For Sénéchal’s work on the present manuscript as well as open access publication fees: Social Sciences and Humanities Research Council, Grant #311335 to MS. ...
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