Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3-year longitudinal study
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AbstractWe examined the bidirectional relations between home literacy environment (direct teaching, shared book reading, access to literacy resources, reading comprehension activities), reading interest (parent- and child-rated), and children’s emergent literacy and reading skills in a sample of 172 English-speaking children followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that reading comprehension activities positively predicted the reading skills at the end of Grade 2 and the reading skills negatively predicted reading comprehension activities in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, while child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.
Acceptance Date24/02/2021
All Author(s) ListGeorgiou G K, Inoue T, Parrila R
Journal nameChild Development
Year2021
PublisherWiley
ISSN0009-3920
eISSN1467-8624
LanguagesEnglish-United States
KeywordsComprehension, Emergent literacy skills, Home literacy environment, Reading

Last updated on 2021-14-05 at 16:01