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Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
Author(s) -
Sawyer Brook E.,
Justice Laura M.,
Guo Ying,
Logan Jessica A.R.,
Petrill Stephen A.,
GlennApplegate Katherine,
Kaderavek Joan N.,
Pentimonti Jill M.
Publication year - 2014
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/jrir.12008
Subject(s) - emergent literacy , literacy , reading (process) , psychology , developmental psychology , early literacy , family literacy , language development , pedagogy , linguistics , philosophy
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.