Department of Teacher Education, University of Jyväskylä, FI-40014 Jyväskylä, Finland.
Department of Psychology, University of Jyväskylä, FI-40014 Jyväskylä, Finland.
J Exp Child Psychol. 2022 Mar;215:105314. doi: 10.1016/j.jecp.2021.105314. Epub 2021 Nov 16.
This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development [2002], Vol. 73, pp. 445-460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2-5.5 years), emerging literacy (5.5 years), reading fluency (8 and 9 years), and reading comprehension (8, 9, and 15 years) as well as shared book reading with parents (2, 4, 5, 8, and 9 years), teaching literacy at home (4.5 years), and reading motivation (8-9 years). The results supported the HLE model in that teaching literacy at home predicted stronger emerging literacy skills, whereas shared book reading predicted vocabulary development and reading motivation. Both emerging literacy and vocabulary predicted reading development. Familial risk for dyslexia was a significant moderator regarding several paths; vocabulary, reading fluency, and shared reading were stronger predictors of reading comprehension among children with familial risk for dyslexia, whereas reading motivation was a stronger predictor of reading comprehension among adolescents with no familial risk. The findings underline the importance of shared reading and suggest a long-standing impact of shared reading on reading development both directly and through oral language development and reading motivation.
本研究旨在深入了解家庭读写活动与长期语言和读写发展之间的关系。我们扩展了 Sénéchal 和 LeFevre（《儿童发展》[2002]，第 73 卷，第 445-460 页）的家庭读写环境（HLE）模型，纳入了对共享阅读、口语和阅读理解发展的重复评估，包括考察阅读障碍的家族风险作为调节因素，并随着时间的推移从 2 岁到 15 岁进行发展跟踪。在 198 名芬兰参与者中，有 106 人由于父母有阅读障碍而存在阅读障碍的家族风险。我们的路径模型包括词汇发展（2-5.5 岁）、早期读写发展（5.5 岁）、阅读流畅性（8 岁和 9 岁）和阅读理解（8 岁、9 岁和 15 岁），以及与父母共享阅读（2 岁、4 岁、5 岁、8 岁和 9 岁）、家庭内的读写教学（4.5 岁）和阅读动机（8-9 岁）。研究结果支持了 HLE 模型，即家庭内的读写教学预测了更强的早期读写技能，而共享阅读则预测了词汇发展和阅读动机。早期读写和词汇都预测了阅读发展。阅读障碍的家族风险是多个路径的显著调节因素；词汇、阅读流畅性和共享阅读是阅读障碍家族风险儿童阅读理解的更强预测因素，而阅读动机是无阅读障碍家族风险青少年阅读理解的更强预测因素。这些发现强调了共享阅读的重要性，并表明共享阅读对阅读发展的长期影响，既可以直接通过口语发展和阅读动机，也可以通过口语发展和阅读动机。
