|Citation:||De Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of school Psychology, 39(5), 389-414.|
This study examines the specific effects of home literacy on the development of word decoding and reading comprehension from first through third grade in an ethnically and socio-economically diverse sample of 69 children in The Netherlands. It found that parentsÕ instructional and social-emotional quality had an effect on the development of reading comprehension but not on word decoding. It also found that opportunities for literacy activities but not for play activities were related to reading development. Home environment effects mediated by childrenÕs oral language skills were assessed in the first grade. The childrenÕs home environment was assessed before the first grade and reading achievement was assessed at the end of the first and third grade. In this longitudinal study the researchers conducted analyses to determine the correlation between home education and reading achievement. After three years of instruction, the influence of the home educational environment on word decoding disappeared, but lasting effects on reading comprehension could be traced to the home educational environment. The authors say that this study seems to encourage the implementation of family and preschool literacy programs to enhance childrenÕs reading development in school. The relationships described in this study have been well established in the US and this study gives the subject further consideration in order to impact the design of home literacy programs.
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