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Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools
Author(s) -
TichnorWagner Ariel,
Garwood Justin D.,
BratschHines Mary,
VerFeagans Lynne
Publication year - 2016
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12090
Subject(s) - spelling , literacy , reading (process) , psychology , reading comprehension , poverty , mathematics education , family literacy , functional illiteracy , emergent literacy , pedagogy , developmental psychology , linguistics , political science , philosophy , law
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed.