2006/02/07 by Daniel J. Weigel, Sally S. Martin, Kymberley K. Bennett · 2 citations
Psychology · Social Sciences · #Child Development and Digital Technology #Parental Involvement in Education #Reading and Literacy Development
paper · doi:10.1080/03004430500063747
openalex publication_date 2006/02/07 · crossref created 2006/02/07 · crossref issued 2006/05/01 · crossref published 2006/05/01 · crossref published-print 2006/05/01 · crossref published-online 2007/01/25 · openalex created_date 2025/10/10 · crossref deposited 2026/03/05 · crossref indexed 2026/08/03 · openalex updated_date 2026/08/04
This paper reports on a study that examined both the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool‐aged children’s literacy and language development. Data were collected from 85 parents and their children at two different times. Results of structural path models indicated that (a) parental literacy habits were positively associated with parental reading beliefs, (b) parental reading beliefs were positively associated with parent–child literacy and language activities in the home, and (c) parent–child literacy and language activities were positively associated with children’s print knowledge and reading interest. Parental demographic characteristics were associated with children’s expressive and receptive language skills. The results highlight how different components of the home literacy environment are associated with different components of preschool‐aged children’s literacy and language abilities, findings that become more important as educators and policy‐makers look for ways to enhance children’s literacy and language development.