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Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
Author(s) -
Sénéchal Monique,
LeFevre JoAnne
Publication year - 2014
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12222
Subject(s) - literacy , psychology , reading (process) , vocabulary , vocabulary development , curriculum , family literacy , developmental psychology , emergent literacy , class (philosophy) , home language , mathematics education , pedagogy , linguistics , teaching method , philosophy , artificial intelligence , computer science
One hundred and ten English‐speaking children schooled in French were followed from kindergarten to Grade 2 ( M age : T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, [Sénéchal, M., 2002]) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle‐class parents.

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