A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2 (2020)
Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M.-K. (2020). Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2. Frontiers in Psychology, 11, Article 1508. https://doi.org/10.3389/fpsyg.2020.01508
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Silinskas, Gintautas; Sénéchal, Monique; Torppa, Minna; Lerkkanen, Marja-Kristiina
Lehti tai sarja: Frontiers in Psychology
eISSN: 1664-1078
Julkaisuvuosi: 2020
Volyymi: 11
Artikkelinumero: 1508
Kustantaja: Frontiers Media
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3389/fpsyg.2020.01508
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/71428
Tiivistelmä
According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent–child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children’s engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children’s engagement were examined, namely, children’s independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children’s reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children’s independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children’s progress in reading, whereas shared reading decreased over time. Fourth, children’s own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model.
YSO-asiasanat: lukutaito; lukeminen; kotiympäristö; lukuharrastus; lapset (ikäryhmät); esikouluikäiset; kouluikäiset
Vapaat asiasanat: home literacy activities; independent reading; early literacy; reading skills; kindergarten to Grade 2
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Luokkahuoneen vuorovaikutusprosessien
- Lerkkanen, Marja-Kristiina
- Suomen Akatemia
- Vanhempien ja opettajien antaman ohjauksen sekä tunteiden ja lapsen akateemisen suoriutumisen säätelyn pitkäaikaiset yhteydet
- Silinskas, Gintautas
- Suomen Akatemia
- Kodin ja koulun oppimisympäristöt alakoulussa: Pitkäaikaiset yhteydet lasten oppimiseen ja sopeutumiseen
- Silinskas, Gintautas
- Suomen Akatemia
- Kodin ja koulun oppimisympäristöt alakoulussa: Pitkäaikaiset yhteydet lasten oppimiseen ja sopeutumiseen (tutkimuskulut)
- Silinskas, Gintautas
- Suomen Akatemia
OKM-raportointi: Kyllä
Raportointivuosi: 2020
JUFO-taso: 1