The Role of Home-Literacy Environment in Learning to Read Chinese

Shu Hua; Li Wenling; Richard Anderson; Ku Yu-min; Yue Xuan

doi:10.1007/978-1-4615-0859-5_10

The Role of Home-Literacy Environment in Learning to Read Chinese

Shu Hua, Li Wenling, Richard Anderson, Ku Yu-min, Yue Xuan

Educational Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

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
Publisher	Springer
Chapter	10
Pages	207-223
ISBN (Electronic)	978-1-4615-0859-5
ISBN (Print)	978-1-4613-5274-7
DOIs	https://doi.org/10.1007/978-1-4615-0859-5_10
State	Published - 2002

Keywords

family literacy
home environment
Chinese reading

Online availability

10.1007/978-1-4615-0859-5_10

Library availability

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1 Book

Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues
Li, W. (ed.), Gaffney, J. S. (ed.) & Packard, J. L. (ed.), 2002, Boston: Kluwer Academic Publishers. 266 p.
Research output: Book/Report/Conference proceeding › Book

Cite this

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title = "The Role of Home-Literacy Environment in Learning to Read Chinese",

abstract = "The purpose of this study is to examine the relation between home-literacy environment and Chinese children{\textquoteright}s reading development. Information about four parameters of home-literacy environment (literacy resources in the home, parent-child literacy-related activities, children{\textquoteright}s literacy-related activities, and parents{\textquoteright} education) was collected by questionnaire. A regression model showed that home-literacy environment contributes significantly to children{\textquoteright}s reading proficiency. The results from path analysis further demonstrated that only parent-child literacy-related activities contributed directly to first graders{\textquoteright} performance on reading tests. However, for fourth grade children, the parents{\textquoteright} educational level, parent-child literacy-related activities, and children{\textquoteright}s literacy-related activities contributed significantly to children{\textquoteright}s reading proficiency.",

keywords = "family literacy, home environment, Chinese reading",

author = "Shu Hua and Li Wenling and Richard Anderson and Ku Yu-min and Yue Xuan",

year = "2002",

doi = "10.1007/978-1-4615-0859-5_10",

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isbn = "978-1-4613-5274-7",

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publisher = "Springer",

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T1 - The Role of Home-Literacy Environment in Learning to Read Chinese

AU - Hua, Shu

AU - Wenling, Li

AU - Anderson, Richard

AU - Yu-min, Ku

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PY - 2002

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N2 - 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.

AB - 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.

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KW - Chinese reading

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The Role of Home-Literacy Environment in Learning to Read Chinese

Abstract

Keywords

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Research output

Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

Cite this