Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (Mage: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 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.
|Note||This is the peer reviewed version of the following article: Sénéchal, M., & LeFevre, J. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85, 1535-1551. doi: 10.1111/cdev.12222., which has been published in final form at http://dx.doi.org/10.1111/cdev.12222. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.|
Sénéchal, M, & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. doi:10.1111/cdev.12222