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Parents modify the home literacy environment according to their children's progress in learning to read


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Research across a wide range of languages shows that children s home literacy environment can often predict their language and literacy skills. However few studies, especially for English speaking children, examine how children s development affects what parents do and not just how parents affect their children s development. A new longitudinal study examined such bidirectional relationships between home literacy environment and children s progress in learning to read between grades 1 and 3. Results show that parents adjust their reading activities with their children over time, taking into account the level of difficulty the children are having in learning to read. These findings raise the important possibility that teachers could give more specific guidance to parents to help shape the home literacy environment according to children s progress in learning to read. ....

Rauno Parrila , Tomohiro Inoue , George Georgiou , Gk University Of Alberta , University Of Alberta , Humanities Research Council Of Canada , Macquarie University , Child Development , Chinese University Of Hong Kong , Child Development Inc , R Macquarie University , Society For Research , Chinese University , Hong Kong , Social Sciences , Humanities Research Council , Developmental Relations , Home Literacy Environment , Reading Interest , Reading Skills , Year Longitudinal Study , ஜார்ஜ் ஜார்ஜியோ , பல்கலைக்கழகம் ஆஃப் ஆல்பர்ட்டா , மனிதநேயம் ஆராய்ச்சி சபை ஆஃப் கனடா , மக்வரீ பல்கலைக்கழகம் , குழந்தை வளர்ச்சி ,