Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator
Torppa, M., Vasalampi, K., Eklund, K., & Niemi, P. (2022). Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator. Journal of Experimental Child Psychology, 215, Article 105314. https://doi.org/10.1016/j.jecp.2021.105314
Published inJournal of Experimental Child Psychology
DisciplinePsykologiaKasvatuspsykologiaResurssiviisausyhteisöPsychologyKasvatuspsykologiaSchool of Resource Wisdom
© 2021 The Author(s). Published by Elsevier Inc.
This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development , Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2–5.5 years), emerging literacy (5.5 years), reading fluency (8 and 9 years), and reading comprehension (8, 9, and 15 years) as well as shared book reading with parents (2, 4, 5, 8, and 9 years), teaching literacy at home (4.5 years), and reading motivation (8–9 years). The results supported the HLE model in that teaching literacy at home predicted stronger emerging literacy skills, whereas shared book reading predicted vocabulary development and reading motivation. Both emerging literacy and vocabulary predicted reading development. Familial risk for dyslexia was a significant moderator regarding several paths; vocabulary, reading fluency, and shared reading were stronger predictors of reading comprehension among children with familial risk for dyslexia, whereas reading motivation was a stronger predictor of reading comprehension among adolescents with no familial risk. The findings underline the importance of shared reading and suggest a long-standing impact of shared reading on reading development both directly and through oral language development and reading motivation. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Academy Research Fellow, AoF; Research costs of Academy Research Fellow, AoF
Additional information about fundingThe writing of this article was supported by grants from the Academy of Finland (299506 and 323773 to Kati Vasalampi; 276239, 313768, and 284439 to Minna Torppa). Over the years, this project has been supported by the Academy of Finland with multiple other grants.
Showing items with similar title or keywords.
Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia Lohvansuu, Kaisa; Torppa, Minna; Ahonen, Timo; Eklund, Kenneth; Hämäläinen, Jarmo A.; Leppänen, Paavo H. T.; Lyytinen, Heikki (MDPI AG, 2021)This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to ...
Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry : a cross-lagged analysis Caglar-Ryeng, Ømur; Eklund, Kenneth; Nergård-Nilssen, Trude (Cambridge University Press, 2019)The aim of this study was to examine (a) the development of vocabulary and grammar in children with family-risk (FR) of dyslexia and their peers with no such risk (NoFR) between ages 1;6 and 6;0, and (b) whether FR-status ...
Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills? Psyridou, Maria; Tolvanen, Asko; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna (Springer Science and Business Media LLC, 2023)Purpose This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was ...
Caglar‐Ryeng, Ømur; Eklund, Kenneth; Nergård‐Nilssen, Trude (John Wiley & Sons, 2021)Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with ...
The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia Caglar-Ryeng, Ømur; Eklund, Kenneth; Nergård-Nilssen, Trude (John Wiley & Sons, 2020)The potential role of home literacy environment (HLE) in children's language development has been widely studied. However, data on the HLE of children with familial risk (FR) of dyslexia are limited. In this longitudinal ...