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Parental teaching of reading and children’s word reading fluency across kindergarten and Grade 1. Standardized solution of the RI-CLPM. ∗p < 0.05, ∗∗p < 0.01, ∗∗∗p < 0.001.
Source publication
We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The child...
Citations
... A longitudinal study spanning ages 2-15 found that the HLE positively impacts language and literacy development in preschoolers, leading to improved reading comprehension throughout childhood due to preschool-based skills and heightened motivation (Torppa et al., 2022). Several studies have also suggested that the relationship between HLE and children's reading ability may be reciprocal, with children's early reading ability influencing parental involvement in home literacy activities (Silinskas et al., 2020;Georgiou et al., 2021). However, a study from Japan did not find such results, but rather linked access to literacy resources to early reading development (Tanji and Inoue, 2023). ...
Background
Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children’s reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia.
Methods
A total of 212 primary school students from grade 2–5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents’ parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia.
Results
Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04–6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45–37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment.
Conclusion
The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions.
... A longitudinal study spanning ages 2 to 15 found that the HLE positively impacts language and literacy development in preschoolers, leading to improved reading comprehension throughout childhood due to preschool-based skills and heightened motivation [11]. Several studies have also suggested that the relationship between HLE and children's reading ability may be reciprocal, with children's early reading ability in uencing parental involvement in home literacy activities [34,35]. However, a study from Japan did not nd such results, but rather linked access to literacy resources to early reading development [36]. ...
Background: Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia.
Methods: A total of 212 primary school students from grade 2 to 5 were recruited in this study. The Chinese Reading Ability Test was used to screen children with dyslexia. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style (emotional warmth, rejection, overprotecting and anxious rearing). The structural equation modelling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia.
Results: Dyslexic children had lower scores for emotional warmth, overprotecting and anxious rearing compared to normal children, especially among male dyslexic children (all P<0.01). Dyslexic children were lack of regular reading time (OR=2.69, 95%CI:1.04-6.97, P<0.05), and have higher homework pressure compared to normal children (OR=7.41, 95%CI:1.45-37.82, P<0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all P<0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, an indirect effect was found showing that the home literacy environment independently mediated the effect of parenting styles on dyslexia. The total indirect effect is 0.55 and 0.68, respectively.
Conclusions: The findings of this study indicate that home literacy environment serves as a mediato between parenting styles and dyslexia in children. This study offers fresh insights into the intricate connections between parenting styles and dyslexia, offering significantly important theoretical and practical implications.
... Meaning-related activities, on the other hand, are those in which the meaning conveyed by the print is the primary focus of the activity, such as shared book reading between parents and children (Sénéchal, 2006;Sénéchal et al., 2017). Coderelated activities are associated with children's reading skills through letter knowledge (e.g., Georgiou et al., 2021;Silinskas et al., 2020Silinskas et al., , 2021, and meaning-related activities are associated with children's reading skills through oral language skills, such as vocabulary knowledge (e.g., Hood et al., 2008;Sénéchal, 2006;Torppa et al., 2022). In addition to the code-related and meaning-related HLE activities, some researchers have proposed that access to literacy resources (ALR), often operationalized with the number of children's books at home, is a separate component of HLE that independently predicts children's language and literacy over and above the effects of code-related and meaning-related activities (e.g., Zhang et al., 2020Zhang et al., , 2023. ...
... Previous studies in various languages, including Chinese, have provided evidence for these predictions by showing that each aspect of HLE predicts later reading, often indirectly through widely distributed pathways mediated by different emergent literacy skills (e.g., Inoue et al., 2018;Liu et al., 2018;Silinskas et al., 2020Silinskas et al., , 2021; for a review, see Sénéchal et al., 2017). For example, in a longitudinal study with a sample of Finnish children followed from ages 2 to 15, Torppa et al. (2022) found that parents' direct teaching of literacy (a code-related activity) predicted later reading through its effect on emergent literacy skills (a composite score derived from letter knowledge and phonological awareness), while shared reading (a meaning-related activity) predicted later reading through its effect on vocabulary. ...
We examined the relations between mothers’ reading skills, home literacy environment (HLE), and children’s emergent literacy skills and word reading and whether their relations vary across urban and rural contexts in China. Four hundred third-year kindergarten Chinese children (Mage = 74.50 ± 3.77 months) were recruited from Jining (N = 232) and the small towns of Luqiao and Mapo (N = 168). The children were assessed on emergent literacy skills (pinyin letter knowledge, phonological awareness, rapid automatized naming [RAN], and vocabulary) and word reading. Their mothers were also assessed on reading skills and completed a questionnaire on HLE (direct teaching, shared book reading, and access to literacy resources [ALR]). Results of structural equation modeling showed that (a) mothers’ reading skills correlated with shared book reading and ALR in both groups, (b) direct teaching predicted children’s pinyin letter knowledge, and ALR predicted phonological awareness and vocabulary in both groups after controlling for mothers’ reading skills and parents’ education, and (c) mothers’ reading skills had an indirect effect on children’s word reading through vocabulary (in the urban group) or phonological awareness (in the rural group). Multigroup analyses further showed that the effect of direct teaching on RAN was stronger in the rural group. These findings suggest that HLE exerts its effect on children’s emergent literacy skills and word reading across contexts, even after controlling for mothers’ reading skills.
... To better understand the effects of different aspects of HLE on children's literacy skills, further studies in more diverse cultural contexts are needed (McBride et al., 2022). In addition, although several studies have provided evidence for the "evocative" effects of children's literacy skills on parental teaching (i.e., early child's literacy skills predict later parental involvement; Niklas and Schneider, 2013;Inoue et al., 2018a;Silinskas et al., , 2021, few have examined the longitudinal influences of reading skills in two different scripts on parent teaching simultaneously. Thus, in this study, we examined the longitudinal associations between HLE and early literacy skills in syllabic Hiragana and morphographic Kanji among Japanese children from kindergarten to Grade 3. ...
... In a cross-linguistic study with children from Grade 1 to Grade 2, Inoue et al. (2020b) examined the relationship between HLE and literacy skills across four alphabetic orthographies (English, Dutch, German, and Greek) and found that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with different emergent literacy skills in all the languages (for similar findings, see Inoue et al., 2018b;Silinskas et al., 2013. It should be noted, however, that while many studies found a positive association between parent teaching with children's reading performance in primary school , some others found negative associations between parent teaching and children's reading Silinskas et al., 2021). This discrepancy in the findings of previous studies may partly be due to differences in the age of participants between the studies. ...
... Several studies have also suggested that the relationship between HLE and children's literacy skills may be reciprocal and that children's early literacy skills can impact parental involvement in home literacy activities Silinskas et al., 2021). More specifically, previous studies have indicated that PT often shows positive associations with children's literacy skills in kindergarten, while the relationship may become negative after formal instruction commences at primary school (Silinskas et al., 2010b;Silinskas et al., 2021). ...
... Theories of literacy depart from different assumptions about (multi)literacies and are thus used in research with different aims. In recent years, studies have measured children's literacies as anchored in parental and home numeracy and literacy (Bonifacci et al., 2021;Junge et al., 2021;Kigboe et al., 2021;Silinskas et al., 2021;Sun & Ng, 2021;Wei et al., 2022), through activities like shared reading at home and preschool stimulation of language development (İnce Samur, 2021;Hu et al., 2021), as well as projects that promote the creation of reading cultures in dialogue and collaboration between home and ECEC settings (Hu et al., 2021). The same theories create a departure point for examining parental perceptions of literacy, homework, and learning experiences (Liang et al., 2022) or participation in home literacy programmes (Gillanders & Barak, 2022). ...
This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1 .
... Theories of literacy depart from different assumptions about (multi)literacies and are thus used in research with different aims. In recent years, studies have measured children's literacies as anchored in parental and home numeracy and literacy (Bonifacci et al., 2021;Junge et al., 2021;Kigboe et al., 2021;Silinskas et al., 2021;Sun & Ng, 2021;Wei et al., 2022), through activities like shared reading at home and preschool stimulation of language development (İnce Samur, 2021; Hu et al., 2021), as well as projects that promote the creation of reading cultures in dialogue and collaboration between home and ECEC settings (Hu et al., 2021). The same theories create a departure point for examining parental perceptions of literacy, homework, and learning experiences (Liang et al., 2022) or participation in home literacy programmes (Gillanders & Barak, 2022). ...
This chapter gathers collaboration theories together into a discussion of how a partnership between ECEC and families is possible. It starts with a description of such a partnership, followed by the presentation of the collaboration theory. The emerging question of what constitutes a leader and a follower in the partnership between ECEC and families is answered with the help of the concept of pedagogical leadership and an empirical example of ECEC’s work with migrant and refugee children in the United States. The chapter concludes with an outline of ECEC’s responsibility for guiding parents to become leaders of the ECEC-home collaboration.
... Theories of literacy depart from different assumptions about (multi)literacies and are thus used in research with different aims. In recent years, studies have measured children's literacies as anchored in parental and home numeracy and literacy (Bonifacci et al., 2021;Junge et al., 2021;Kigboe et al., 2021;Silinskas et al., 2021;Sun & Ng, 2021;Wei et al., 2022), through activities like shared reading at home and preschool stimulation of language development (İnce Samur, 2021; Hu et al., 2021), as well as projects that promote the creation of reading cultures in dialogue and collaboration between home and ECEC settings (Hu et al., 2021). The same theories create a departure point for examining parental perceptions of literacy, homework, and learning experiences (Liang et al., 2022) or participation in home literacy programmes (Gillanders & Barak, 2022). ...
The chapter discusses the discourse theory of Laclau and Mouffe (Hegemony and socialist strategy: towards a radical democratic politics. Verso, 1985) and relates it to conceptualisations of ECEC quality as a process of meaning-making (Dahlberg et al., Beyond quality in early childhood education and care: languages of evaluation. Routledge. https://doi.org/10.4324/9780203371114 , 2013) and narrative inquiry that theorises human experience as a story. Such a conceptualisation allows us to look at more-than-parental involvement as a never-ending process of meaning-making that manoeuvres between reproducing and challenging the established hegemonies of meaning and communication channels. The included empirical example comes from a quality development project run by an ECEC setting in a multicultural neighbourhood in Norway.
... It is also important to recognize that letter knowledge measure was not current (i.e., was not measured at the same time as reading comprehension) but rather from the previous year. It is expected that children learn all the letters by the end of Grade 1, thus the association between letter knowledge in kindergarten and reading comprehension at the end of Grade 1 highlights also the importance of children's learning environments, either at home (Silinskas et al., 2021;Silinskas, Sénéchal, et al., 2020;Sénéchal, 2006) or kindergarten (Silinskas et al., 2017). ...
... To better understand the effects of different aspects of HLE on children's literacy skills, further studies in more diverse cultural contexts are needed (McBride et al., 2022). In addition, although several studies have provided evidence for the "evocative" effects of children's literacy skills on parental teaching (i.e., early child's literacy skills predict later parental involvement; Deng et al., 2015;Georgiou et al., 2021;Niklas & Schneider, 2013;Sénéchal & LeFevre, 2014;Silinskas et al., 2020Silinskas et al., , 2021, few have examined the longitudinal influences of reading skills in two different scripts on parent teaching simultaneously. Thus, in this study, we examined the longitudinal associations between HLE and early literacy skills in syllabic Hiragana and morphographic Kanji among Japanese children from kindergarten to Grade 3. ...
... In a cross-linguistic study with children from Grade 1 to Grade 2, examined the relationship between HLE and literacy skills across four alphabetic orthographies (English, Dutch, German, and Greek) and found that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with different emergent literacy skills in all the languages (for similar findings, see Manolitsis et al., 2011;Silinskas et al., 2013Silinskas et al., , 2020. It should be noted, however, that while many studies found a positive association between parent teaching with children's reading performance in primary school (Sénéchal & LeFevre, 2014), some others found negative associations between parent teaching and children's reading (Manolitsis et al., 2013;Silinskas et al., 2021). This discrepancy in the findings of previous studies may partly be due to differences in the age of participants between the studies. ...
... Several studies have also suggested that the relationship between HLE and children's literacy skills may be reciprocal and that children's early literacy skills can impact parental involvement in home literacy activities (Sénéchal & LeFevre, 2014;Silinskas et al., 2021). More specifically, previous studies have indicated that PT often shows positive associations with children's literacy skills in kindergarten, while the relationship may become negative after formal instruction commences at primary school (Deng et al., 2015;Georgiou et al., 2021;Silinskas et al., , 2021. ...
We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents’ needs for early literacy support by teachers, parents’ expectations for children’s reading skills, parents’ worry about children’s homework, and mother’s education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents’ worry was negatively associated with children’s reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents’ expectations were positively associated with children’s reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children’s reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.
... While it is widely acknowledged that HLE contributes to children's language and DYSLEXIA IN ASIA 5 literacy skills, children's earlier skills may also impact later parental involvement (Deng et al., 2015;Inoue et al., 2018;Sénéchal & LeFevre, 2014;Silinskas et al., 2021). This is known as the "evocative effect," which has been described as adults' responses to children's characteristics, such as academic performance or socio-emotional responses (Scarr & McCartney, 1983). ...
