Home Literacy Environment as a Research Category – Tools and Future Research Directions

Kamil Kuracki; Jenni Salminen; Jenni Ruotsalainen; Maria Psyridou; Minna Torppa

doi:10.21697/fp.2024.2.1.3

Published: 2024-12-31

Vol. 14 No. 2.1 (2024)

Home Literacy Environment as a Research Category – Tools and Future Research Directions

Kamil Kuracki , Jenni Salminen , Jenni Ruotsalainen , Maria Psyridou , Minna Torppa

Pedagogical Forum

Section: Topic

https://doi.org/10.21697/fp.2024.2.1.3

Abstract

The article addresses the issue of Home Literacy Environments as a possible area of interdisciplinary research exploration aimed at finding factors determining the language and reading skills of children and adolescents. The text discusses the directions of international research conducted in recent years, concerning, among others, the course of joint reading sessions (shared reading), recognizing the conditions of parents' involvement in dialogic reading and the relationships between early reading initiations and later school achievements, as well as the participation of parents, teachers and local government institutions in partnership for the development of students' language and reading skills. Particular attention is paid to the characteristics of the tools used in the implemented research projects, allowing for the quantitative and qualitative assessment of selected aspects of home literacy environments. Finally, an integral part of the text is the consideration of the directions of future research that could contribute to recognizing the importance of home reading environments for more complex reading skills such as critical reading.

Keywords:

Home Literacy Environment, reading, critical reading, family, research tools

Most read articles by the same author(s)

Kamil Kuracki, Literary texts in educational bibliotherapy. , Pedagogical Forum: Vol. 10 No. 2 (2020)
Kamil Kuracki, Agnieszka Dłużniewska, Jan Niewęgłowski, From the Editor , Pedagogical Forum: Vol. 14 No. 2.1 (2024): Psychological, pedagogical and linguistic aspects of school difficulties
Kamil Kuracki, Parents in the process of developing the language and readings skills of young children with special education needs – research and points of view , Pedagogical Forum: Vol. 12 No. 1 (2022): 100-lecie pedagogiki specjalnej
Kamil Kuracki, Agnieszka Dłużniewska, PARENT-CHILD RELATIONSHIPS IN THE CONTEXT OF EARLY READING INITIATIONS , Pedagogical Forum: Vol. 13 No. 1 (2023): Student's communication with the autism spectrum
Krystian Tuczyński, Kamil Kuracki, The Importance Of ICT In Developing Children's Language And Reading Skills , Pedagogical Forum: Vol. 14 No. 2.1 (2024): Psychological, pedagogical and linguistic aspects of school difficulties

Download files

pdf

Citation rules

Kuracki, K., Salminen, J., Ruotsalainen, J., Psyridou, M., & Torppa, M. (2024). Home Literacy Environment as a Research Category – Tools and Future Research Directions. Pedagogical Forum, 14(2.1), 33–47. https://doi.org/10.21697/fp.2024.2.1.3

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

References

Adams M. J. (1990). Learning to read: Thinking and learning about print. Cambridge: MIT Press.
Google Scholar

Al Otaiba, S., Schatschneider, C., & Silverman, E. (2005). Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much is Enough?, “Exceptionality”, 13(4), 195–208. https://doi.org/10.1207/s15327035ex1304_2 DOI: https://doi.org/10.1207/s15327035ex1304_2
Google Scholar

Al Otaiba S., Lewis S., Whalon K., Dyrlund A. i in. (2009). Home literacy environments of young children with Down syndrome: Findings from a web-based surey. „Remedial and Special Education”, 30 (2), 6–107. DOI: https://doi.org/10.1177/0741932508315050
Google Scholar

Barger, M. M., Kim, E. M., Kuncel., N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. “Psychological Bulletin”, 145(9), 855–890. https://dx.doi.org/10.1037/bul0000201 DOI: https://doi.org/10.1037/bul0000201
Google Scholar

Bleses, D., Højen, A., Justice, L. M., Dale, P. S., Dybdal, L., Piasta, S. B., Markussen-Brown, J., Clausen, M., & Haghish, E. F. (2018). The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark. “Child development”, 89(4), e342–e363. https://doi.org/10.1111/cdev.12859 DOI: https://doi.org/10.1111/cdev.12859
Google Scholar

Bourdieu P., (1986).The forms of capital, w: J.E. Richardson (red.), Handbook of Theory
Google Scholar

of Research for the Sociology of Education, New York: Greenwood Press
Google Scholar

Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., & Saavedra, A. (2021). Students’ civic online reasoning: A national portrait. Educational Researcher, 50(8), 505–515. https://doi.org/10.3102/0013189X211017495 DOI: https://doi.org/10.3102/0013189X211017495
Google Scholar

Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21. https://doi.org/10.3102/00346543065001001 DOI: https://doi.org/10.3102/00346543065001001
Google Scholar

Chen, F., Sakyi, A., & Cui, Y. (2022). Identifying key contextual factors of digital reading literacy through a machine learning approach. “Journal of Educational Computing Research”, 60(7), 1763–1795. https://doi.org/10.1177/07356331221083215 DOI: https://doi.org/10.1177/07356331221083215
Google Scholar

Cho, B.Y., Hwang, H., & Jang, B. G. (2021). Predicting fourth grade digital reading comprehension: A secondary analysis of (e)PIRLS. “International Journal of Educational Research”, 105. https://doi.org/10.1007/s11145-019-09944-9 DOI: https://doi.org/10.1016/j.ijer.2020.101696
Google Scholar

Dail A. R., Payne R. L. (2010). Recasting the role of family involvement in early literacy development: A response to the NELP report. „Educational Researcher”, 39, 330–333. DOI: https://doi.org/10.3102/0013189X10370207
Google Scholar

Davidson M. M., Ellis Weismer S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. „Journal of Autism and Developmental Disorders”, 44 (4), 828–845. DOI: https://doi.org/10.1007/s10803-013-1936-2
Google Scholar

Deckner D. F., Adamson L. B., Bakeman R. (2006). Child and maternal contributions of shared reading: Effects on language and literacy development. „Applied Developmental Psychology”, 27, 31–41. DOI: https://doi.org/10.1016/j.appdev.2005.12.001
Google Scholar

Dickinson D. K., Tabors P. O. (red.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.
Google Scholar

Esmaeeli Z, Lundetrae K., Kyle F. E.(2017). What can Parents’ Self-report of Reading Difficulties Tell Us about Their Children’s Emergent Literacy at School Entry?.„ Dyslexia”, 24 (1), 84–105. DOI: https://doi.org/10.1002/dys.1571
Google Scholar

Fitzgerald, T., Robillard. L., O’Grady, A. (2018) Exploring the impact of a Volunteer Shared Reading Programme on preschool-aged children, “Early Child Development and Care”, 188(6), 851-861, DOI: 10.1080/03004430.2016.1240679 DOI: https://doi.org/10.1080/03004430.2016.1240679
Google Scholar

Frijters J. C., Baron R. W., Brunello M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. „Journal of Educational Psychology”, 92 (3), 466–477. DOI: https://doi.org/10.1037//0022-0663.92.3.466
Google Scholar

Forzani, E. (2018). How well can students evaluate online science information? Contributions of prior knowledge, gender, socioeconomic status and offline reading ability. “Reading Research Quarterly”, 53(4), 385–390. https://doi.org/10.1002/rrq.218 DOI: https://doi.org/10.1002/rrq.218
Google Scholar

Gaudreau C., King Y. A., Dore R. A., Puttre H., Nichols D., Hirsh-Pasek K., Golinkoff R. M. (2020). Preschoolers benefit equally from video chat, pseudo-contingent video, and live book reading: Implications for storytime during the coronavirus pandemic and beyond. "Frontiers in Psychology", 11 (3). Article 2158 https://doi.org/10.3389/fpsyg.2020.02158 DOI: https://doi.org/10.3389/fpsyg.2020.02158
Google Scholar

Giménez A., Ortiz A., López-Zamora M., Sánchez A., Luque J. L.(2017). Parents’ reading history as an indicator of risk for reading difficulties. „Annals of Dyslexia”, 67 (3), 259–280. DOI: https://doi.org/10.1007/s11881-017-0143-9
Google Scholar

Gonzalez, J.E., Pollard-Durodola, S., Simmons, D.C., Taylor, A.B., Davis, M. J., Kim, M., Simmons, L. (2010) Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading, “Journal of Research on Educational Effectiveness”, 4(1), 25-52, DOI: 10.1080/19345747.2010.487927 DOI: https://doi.org/10.1080/19345747.2010.487927
Google Scholar

Guzmán-Simón, F., Gil-Flores, J., & Pacheco-Costa, A. (2020). Home literacy environment and reading comprehension in Spanish primary education. “Journal of Research in Reading”, 43(2). https://doi.org/10.1111/1467-9817.12299 DOI: https://doi.org/10.1111/1467-9817.12299
Google Scholar

Hamilton L. G., Hayiou-Thomas M. E., Hulme, C., Snowling M. J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. "Scientific Studies of Reading", 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266 DOI: https://doi.org/10.1080/10888438.2016.1213266
Google Scholar

Hart B., Risley T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
Google Scholar

Hoover-Dempsey K. V., Sandler H. M. (1995). Parental involvement in children’s education: why does it make a difference? „Teachers College Record”, 97 (2), 310–331. DOI: https://doi.org/10.1177/016146819509700202
Google Scholar

Hoover-Dempsey K. V., Whitaker M. C., Ice C. L. (2010). Motivation and commitment to family-school parnerships. W: Handbook of school-family parnerships. S. L. Christenson, A. L. Reschly (red.), New York: Routledge.
Google Scholar

Huang, H., Tse, S., Chu, S. K.-W., Xiao, X., Lam, J. W., Ng, R. H.-W., & Hui, S.-Y. (2019). The correlation between out-of-school and in-school reading resources with primary school students’ reading attainment. “Information Research: An International Electronic Journal”, 24(3).
Google Scholar

Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. “Scientific Studies of Reading”, 22(4), 273-288. DOI: https://doi.org/10.1080/10888438.2018.1435663
Google Scholar

Jessel J., Kenner Ch., Gregory E., Ruby M., Arju T. (2011). Different spaces: Learning and literacy with children and their grandparents in east London homes."Linguistics and Education", 22(1), 37-50 https://doi.org/10.1016/j.linged.2010.11.008. DOI: https://doi.org/10.1016/j.linged.2010.11.008
Google Scholar

Kanniainen, L., Kiili, C., Tolvanen, A., Utriainen, J., Aro, M., Leu, D. J., & Leppänen, P. H. T. (2022). Online research and comprehension performance profiles among sixth-grade students, including those with reading difficulties and/or attention and executive function difficulties.” Reading Research Quarterly”, 57(4), 1213–1235. https://doi.org/10.1002/rrq.463 DOI: https://doi.org/10.1002/rrq.463
Google Scholar

Karras J., Braungart-Rieker J. M. (2005). Efects of shared parent-infant book reading on early language acquisition. „Applied Developmental Psychology”, 26, 133–148. DOI: https://doi.org/10.1016/j.appdev.2004.12.003
Google Scholar

Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L., Tolvanen, A., Lohvansuu, K., & Leppänen, P. H. T. (2018). Reading to Learn From Online Information: Modeling the Factor Structure. “Journal of Literacy Research”, 50(3), 304–334. https://doi.org/10.1177/1086296X18784640 DOI: https://doi.org/10.1177/1086296X18784640
Google Scholar

Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, M. (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. “Frontiers in Education”, 7, 987131. https://doi.org/10.3389/feduc.2022.987131 DOI: https://doi.org/10.3389/feduc.2022.987131
Google Scholar

Kuracki K. (2022). Rodzice w procesie rozwijania umiejętności językowych i czytelniczych młodszych dzieci ze specjalnymi potrzebami rozwojowymi - stan badań i perspektywy badawcze. "Forum pedagogiczne", 12 (1), 534-545. DOI: https://doi.org/10.21697/fp.2022.1.11
Google Scholar

Kuracki, K. (2023). The sense of coherence and parental resilience and the involvement of parents of children with special developmental needs in early reading initiations. Empirical guidelines for designing activities supporting home literacy environments, “Family Forum”, vol. 13, doi: 10.25267/FF/5064 , 307-232. DOI: https://doi.org/10.25167/FF/5064
Google Scholar

Kuracki, K. (2024) Budowanie partnerstwa na rzecz rozwijania umiejętności językowych i czytelniczych dzieci ze specjalnymi potrzebami rozwojowymi w opiniach rodziców i nauczycieli, „Journal of Modern Science”, 55(1), 562-581 DOI: https://doi.org/10.13166/jms/185331
Google Scholar

Lahti, H., Kokkonen, M., Hietajärvi, L., Lyyra, N., & Paakkari, L. (2024). Social media threats and health among adolescents: Evidence from the health behaviour in school-aged children study. “Child and Adolescent Psychiatry and Mental Health”, 18(1), 62. https://doi.org/10.1186/s13034-024-00754-8 DOI: https://doi.org/10.1186/s13034-024-00754-8
Google Scholar

Lally J. R. (2011). The link between consistent caring interactions with babies, early brain develpment, and school readiness. W: The PRe-K dabates: Current Controversies and Issues. E. Zigler, W. Gilliam, W. Barnett (red.). Baltimore: Brookes with NAEYC.
Google Scholar

Lehrl, S., Linberg, A., Niklas, F., & Kuger, S. (2021). The home learning environment in the digital age—associations between self-reported “analog” and “digital” home learning environment and children’s socioemotional and academic outcomes. “Frontiers in Psychology”, 12. https://doi.org/10.3389/fpsyg.2021.592513 DOI: https://doi.org/10.3389/fpsyg.2021.592513
Google Scholar

Lindsay J. (2010). Children’s access to print material and education-related outcomes: Findings from a meta-analytic review. Naperville, IL: Learning Points Associates.
Google Scholar

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries. http://eprints.lse.ac.uk/33731/
Google Scholar

Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. “Journal of communication”, 67(1), 82-105. https://doi.org/10.1111/jcom.12277 DOI: https://doi.org/10.1111/jcom.12277
Google Scholar

Lohvansuu, K., Torppa, M., Ahonen, T., Eklund, K., Hämäläinen, J.A., Leppänen, P.H.T., & Lyytinen, H. (2021). Unveiling Mysteries of Dyslexia—Lessons Learned in the Prospective Jyväskylä Longitudinal Study of Dyslexia. “Brain Sciences”, 11, 427. https://doi.org/10.3390/brainsci11040427. DOI: https://doi.org/10.3390/brainsci11040427
Google Scholar

Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M., & Rouet, J.-F. (2020). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. “Journal for the Study of Education and Development”, 43(1), 101–138. https://doi.org/10.1080/02103702.2019.1690849 DOI: https://doi.org/10.1080/02103702.2019.1690849
Google Scholar

Manu, M., Ruotsalainen, J., Salminen, J., Elomaa, H., & Paakkari, L. (2024, under revision). Perceptions of home factors affecting children’s critical reading.
Google Scholar

Milovanska-Farrington S.(2021). The Effect of Parental and Grandparental Supervision Time Investment on Children's Early-Age Development, "Research in Economics", 75 (3), 286-304. https://doi.org/10.1016/j.rie.2021.06.006. DOI: https://doi.org/10.1016/j.rie.2021.06.006
Google Scholar

Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood.” Psychological Bulletin”, 137(2), 267. https://psycnet.apa.org/doi/10.1037/a0021890 DOI: https://doi.org/10.1037/a0021890
Google Scholar

Neumann, M. M. (2016). Young children’s use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. “Computers & Education”, 97, 61–68. https://doi.org/10.1016/j.compedu.2016.02.013 DOI: https://doi.org/10.1016/j.compedu.2016.02.013
Google Scholar

Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children's language skills: A meta-analysis. “Educational Research Review”, 28, 100290.https://doi.org/10.1016/j.edurev.2019.100290 DOI: https://doi.org/10.1016/j.edurev.2019.100290
Google Scholar

Paakkari, L., Ruotsalainen, J., Lahti, H., Kulmala, M., Kendeou, P., Raittila, T.-L., Manu, M., Salminen, J., & Torppa, M. (2024). The role of the home in children’s critical reading skills development. “Humanities and Social Sciences Communications”, 11(1), 1–10. https://doi.org/10.1057/s41599-024-02843-7 DOI: https://doi.org/10.1057/s41599-024-02843-7
Google Scholar

Pfeifer K., Perez L. (2011). Effectiveness of coordinated community effort to promote early literacy behaviors. „Maternal and Child Health Journal”, 15, 765–771. DOI: https://doi.org/10.1007/s10995-010-0637-0
Google Scholar

Pianta R. C. (2004). Relationships among children and adults and family literacy. W: Handbook of reading research. Wasik B. H. (red.). Mahwah, NJ: Erlbaum.
Google Scholar

Power, T. J., Dowrick, P. W., Ginsburg-Block, M., Manz, P. H. (2004). Partnership-Based, Community-Assisted Early Intervention for Literacy: An Application of the Participatory Intervention Model. Journal of Behavioral Education, 13(2), 93–115. DOI: https://doi.org/10.1023/B:JOBE.0000023658.50110.64
Google Scholar

Psyridou, M., Ruotsalainen, J., Manu, M., Balch-Crystal, E., Ulvinen, E., Salminen, J., Paakkari, L., Lounassalo, I. & Torppa, M. (2024). Family factors and critical reading skills: A systematic review. https://doi.org/10.31234/osf.io/m8z7y DOI: https://doi.org/10.31234/osf.io/m8z7y
Google Scholar

Puglisi M. L., Hulme C., Hamilton L. G., Snowling M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. "Scientific Studies of Reading", 21(6), 498 - 514. DOI: https://doi.org/10.1080/10888438.2017.1346660
Google Scholar

Reichow, B., Lemons, C. J., Maggin, D. M., Hill, D. R. (2019). Beginning reading interventions for children and adolescents with intellectual disability. “The Cochrane database of systematic reviews”, 12(12), CD011359. https://doi.org/10.1002/14651858.CD011359.pub2 DOI: https://doi.org/10.1002/14651858.CD011359.pub2
Google Scholar

Reynolds G, Werfel K. L. (2020). Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss. „J Deaf Stud Deaf Educ”, 25 (1), 68–79. DOI: https://doi.org/10.1093/deafed/enz025
Google Scholar

Ricci L. (2011). Home literacy environments, interest in reading and emergent literacy skills of children with Down syndrome versus typical children. „Journal of Intellectual Disability Research”, 55 (6), 596–609. DOI: https://doi.org/10.1111/j.1365-2788.2011.01415.x
Google Scholar

Ricci L., Osipova A. (2012). Visions for literacy: parents’ aspirations for reading in children with Down syndrome. „British Journal of Special Education”, 39 (3), 123–129. DOI: https://doi.org/10.1111/j.1467-8578.2012.00547.x
Google Scholar

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. “Developmental Review”, 14(3), 245-302. https://doi.org/10.1006/drev.1994.1010 DOI: https://doi.org/10.1006/drev.1994.1010
Google Scholar

Schaffer H. R. (1994). Epizody wspólnego zaangażowania jako kontekst rozwoju poznawczego, [W:] A. Brzeizńska, G. Lutomski (red.), Dziecko w świecie ludzi i przedmiotów, Poznań: Wydawnictwo Zysk i S-ka.
Google Scholar

Segers, E., & Kleemans, T. (2020). The impact of the digital home environment on kindergartners’ language and early literacy. “Frontiers in Psychology”, 11, 538584. DOI: https://doi.org/10.3389/fpsyg.2020.538584
Google Scholar

Sénéchal M., LeFevre J. A.(2002). Parental involvement in the development of children’s reading skill: A fiveyear longitudinal study."Child Development", 73(2), 445–460. DOI: https://doi.org/10.1111/1467-8624.00417
Google Scholar

Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. “Child development”, 85(4), 1552-1568. DOI: https://doi.org/10.1111/cdev.12222
Google Scholar

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”. https://doi.org/10.3389/fpsyg.2020.01508 DOI: https://doi.org/10.3389/fpsyg.2020.01508
Google Scholar

Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., ... & Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. Retrieved from http://hdl.handle.net/20.500.12162/5299
Google Scholar

Sonnenschein, S., Stites, M., & Ross, A. (2021). Home learning environments for young children in the U.S. during COVID-19.” Early Education and Development”, 32(6), 794–811. https://doi.org/10.1080/10409289.2021.1943282 DOI: https://doi.org/10.1080/10409289.2021.1943282
Google Scholar

Sucena, A., Silva, A.F., Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. “Frontiers in Education”, 7:1076630. doi: 10.3389/feduc.2022.1076630 DOI: https://doi.org/10.3389/feduc.2022.1076630
Google Scholar

Szumski G., Karwowski M. (2015). Rodzicielskie zaangażowanie w naukę gimnazjalistów sprawnych i ze specjalnymi potrzebami edukacyjnymi. „Edukacja”, 4 (135), 91–106.
Google Scholar

Taylor D. (1983). Family literacy: Young children learning to read and write. Exeter, NH: Heinemann.
Google Scholar

Teale W. H.., Sulzby E. (1989). Emergent Literacy: New Perspectives. [W: D. S. Strickland, L. M. Morrow (red.), Emerging Literacy: Young Children Learn to Read and Write. Newark, Delaware: International Reading Association.
Google Scholar

Torppa M., Eklund K., van Bergen E., Lyytinen H. (2011). Parental literacy predicts children's literacy: a longitudinal family-risk study. „Dyslexia”, 17 (4), 339–355. DOI: https://doi.org/10.1002/dys.437
Google Scholar

Torppa, M., Vasalampi, K., Eklund, K. & Niemi, P. (2022). Long-term effects of home literacy environment on reading development -Familial risk for dyslexia as a moderator. “Journal of Experimental Child Psychology”. https://doi.org/10.1016/j.jecp.2021.105314 DOI: https://doi.org/10.1016/j.jecp.2021.105314
Google Scholar

Westerveld M., van Bysterveldt A. K. (2017). The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome. „Folia Phoniatrica et Logopaedica”, 69 (1–2), 43–53. DOI: https://doi.org/10.1159/000475840
Google Scholar

Whitehurst G. J., Lonigan C. J. (1998). Child development and emergent literacy. „Child Development”, nr 69 (3), s. 848–872. DOI: https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Google Scholar

Wu, J. Y., & Peng, Y. C. (2016). The modality effect on reading literacy: perspectives from students’ online reading habits, cognitive and metacognitive strategies, and web navigation skills across regions. “Interactive Learning Environments”, 25(7), 859–876. https://doi.org/10.1080/10494820.2016.1224251 DOI: https://doi.org/10.1080/10494820.2016.1224251
Google Scholar

Yang, G., Badri, M., Al Rashedi, A., & Almazroui, K. (2018). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: A preliminary examination of fourth graders in Abu Dhabi. Large-Scale Assessments in Education, 6, 10. https://doi.org/10.1186/s40536-018-0063-0 DOI: https://doi.org/10.1186/s40536-018-0063-0
Google Scholar

Kamil Kuracki

k.kuracki@uksw.edu.pl