Research Output per year
The purpose of this study is to examine the relation between home-literacy environment and Chinese children’s reading development. Information about four parameters of home-literacy environment (literacy resources in the home, parent-child literacy-related activities, children’s literacy-related activities, and parents’ education) was collected by questionnaire. A regression model showed that home-literacy environment contributes significantly to children’s reading proficiency. The results from path analysis further demonstrated that only parent-child literacy-related activities contributed directly to first graders’ performance on reading tests. However, for fourth grade children, the parents’ educational level, parent-child literacy-related activities, and children’s literacy-related activities contributed significantly to children’s reading proficiency.
|Original language||English (US)|
|Title of host publication||Chinese Children’s Reading Acquisition|
|Editors||Li Wenling, Janet S. Gaffney, Jerome L. Packard|
|State||Published - 2002|
- family literacy
- home environment
- Chinese reading
Gaffney, J. S. (ed.) & Packard, J. L. (ed.), 2002, Boston: Springer US.
Research output: Book/Report/Conference proceeding › Book
Hua, S., Wenling, L., Anderson, R., Yu-min, K., & Xuan, Y. (2002). The Role of Home-Literacy Environment in Learning to Read Chinese. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 207-223). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_10