The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, a...

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Published inScientific studies of reading Vol. 20; no. 5; pp. 401 - 419
Main Authors Hamilton, Lorna G., Hayiou-Thomas, Marianna E., Hulme, Charles, Snowling, Margaret J.
Format Journal Article
LanguageEnglish
Published United States Routledge 02.09.2016
Routledge, Taylor & Francis Group
Subjects
At Risk Students
Child Development
Child Language
Children
Childrens Literature
Correlation
Decoding
Decoding (Reading)
Dyslexia
Early literacy
Emergent Literacy
Environmental Influences
Factor Analysis
Family Environment
Family Literacy
Foreign Countries
Genetics
Language Tests
Learning outcomes
Literacy
Native language acquisition
Oral Language
Path Analysis
Phonemes
Phonemic Awareness
Phonemics
Picture Books
Predictor Variables
Preschool Children
Reading Instruction
Socioeconomic Status
Spoken language
United Kingdom
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ISSN1088-8438
1532-799X
DOI10.1080/10888438.2016.1213266

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Summary:The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene-environment correlation mechanisms underpinning atypical literacy development.
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ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2016.1213266