Home Literacy Activities: Perceptions and Practices of Hispanic Parents of Children with Learning Disabilities

1999 ◽  
Vol 22 (3) ◽  
pp. 224-235 ◽  
Author(s):  
Marie Tejero Hughes ◽  
Jeanne Shay Schumm ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Home Literacy ◽  
Hispanic Parents ◽  
Literacy Activities ◽  
Home Literacy Activities

Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese

2017 ◽  
Vol 41 (1) ◽  
pp. 159-175 ◽  
Author(s):  
Tomohiro Inoue ◽  
George K. Georgiou ◽  
Naoko Muroya ◽  
Hisao Maekawa ◽  
Rauno Parrila
Keyword(s):  
Negative Impact ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Activities ◽  
Home Literacy Activities

scholarly journals Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills

2019 ◽  
Vol 33 (1) ◽  
pp. 207-238 ◽  
Author(s):  
Eke Krijnen ◽  
Roel van Steensel ◽  
Marieke Meeuwisse ◽  
Joran Jongerling ◽  
Sabine Severiens
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Home Literacy ◽  
Refined Model ◽  
Emergent Literacy Skills ◽  
Literacy Activities ◽  
Home Literacy Activities

scholarly journals The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes

2018 ◽  
Vol 6 (12) ◽  
pp. 184
Author(s):  
Brenda Ann Marie Hannon
Keyword(s):  
Language Comprehension ◽  
Knowledge Integration ◽  
Home Literacy ◽  
Kindergarten Children ◽  
Word Decoding ◽  
Decoding Skills ◽  
Literacy Activities ◽  
Parental Questionnaire ◽  
Home Literacy Activities ◽  
Knowledge Access

This study shows that home literacy activities contribute to kindergarten children’s higher-level comprehension processes, namely knowledge integration and knowledge access. Kindergarten children completed measures assessing literacy and language skills and then their performances on these measures were correlated with home literacy activities, which were assessed via a parental questionnaire. Consistent with previous research, the results revealed that informal home literacy activities were positively related to language comprehension and vocabulary but not to letter-word decoding and phonemic decoding skills. The results also revealed that home literacy activities were positively related to knowledge integration and knowledge access, two strong predictors of language and reading comprehension. Finally, the present results suggest that the contributions that home literacy activities make to language comprehension are the same contributions that home literacy activities make to higher-level comprehension processes. In other words, the contributions that home literacy activities make to language comprehension are not independent of the contributions that home literacy activities make to higher-level comprehension processes.

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