Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9
Khanolainen, D., Psyridou, M., Silinskas, G., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., & Torppa, M. (2020). Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9. Frontiers in Psychology, 11, Article 577981. https://doi.org/10.3389/fpsyg.2020.577981
Published inFrontiers in Psychology
DisciplineKasvatuspsykologiaEsi- ja alkuopetusPsykologiaKasvatuspsykologiaPre- and Early Childhood EducationPsychology
© 2020 Khanolainen, Psyridou, Silinskas, Lerkkanen, Niemi, Poikkeus and Torppa.
This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills. ...
PublisherFrontiers Media SA
reading difﬁculties mathematical difﬁculties home literacy environment home numeracy environment familial risk skill development comorbidity oppimisvaikeudet perinnöllisyys lukeminen lukihäiriöt oppimisympäristö matemaattinen ajattelu komorbiditeetti lukutaito matemaattiset taidot kirjoitustaito koululaiset
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Related funder(s)Academy of Finland; European Commission
Funding program(s)Postdoctoral Researcher, AoF; Research profiles, AoF; Research post as Academy Research Fellow, AoF; Research costs of Academy Research Fellow, AoF; Academy Project, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundinghis research was supported by grants from the Academy of Finland to the “First Steps” longitudinal study (# 213486, #263891, # 292466, and # 268586). In addition, DK has received funding from the European Union’s Horizon 2020 Research and Innovation Programme Neo-PRISM-C under the Marie Skłodowska Curie grant agreement # 813546. MP was supported by the Alli Paasikiven Foundation. GS was supported by the following grants from the Academy of Finland (# 296082, # 331525, and # 336148). ...
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