A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia (2020)

Caglar-Ryeng, Ø., Eklund, K., & Nergård-Nilssen, T. (2020). The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia. Dyslexia, 26(4), 394-410. https://doi.org/10.1002/dys.1657

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Caglar-Ryeng, Ømur; Eklund, Kenneth; Nergård-Nilssen, Trude

Lehti tai sarja: Dyslexia

ISSN: 1076-9242

eISSN: 1099-0909

Julkaisuvuosi: 2020

Volyymi: 26

Lehden numero: 4

Artikkelin sivunumerot: 394-410

Kustantaja: John Wiley & Sons

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1002/dys.1657

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68787

Tiivistelmä

The potential role of home literacy environment (HLE) in children's language development has been widely studied. However, data on the HLE of children with familial risk (FR) of dyslexia are limited. In this longitudinal study, we examined (a) whether amount of book exposure and reading interest at age 4 were different in samples of Norwegian FR and no FR‐children, respectively, (b) whether these home literacy‐related factors exerted different effects depending on family‐risk status on vocabulary and grammar skills at school entry age (6 years) and (c) whether they contributed independently to language outcomes at age 6, after controlling for the 4;6‐year language skills. Results showed no significant between‐group differences in book exposure and reading interest. Furthermore, while interest in reading did not affect vocabulary and grammar in either group, book exposure contributed to vocabulary skills only in the FR‐group by school entry. However, this longitudinal association was mediated by lexical skills at age 4;6, implying that the HLE has a positive indirect effect on later language development through its effect on early language. Thus, these findings can be taken to suggest that early intervention including exposure to various book‐reading activities for pre‐school FR‐children with poor expressive vocabulary is worth considering.

YSO-asiasanat: dysleksia; kielioppi; lukutaito; sanavarasto; koti; vanhemmat; lukeminen

Vapaat asiasanat: lukuympäristö

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 2