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

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

Research output: Chapter in Book/Report/Conference proceedingChapter


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 languageEnglish (US)
Title of host publicationChinese Children’s Reading Acquisition
EditorsLi Wenling, Janet S. Gaffney, Jerome L. Packard
PublisherSpringer US
ISBN (Electronic)978-1-4615-0859-5
ISBN (Print)978-1-4613-5274-7
StatePublished - 2002


  • family literacy
  • home environment
  • Chinese reading

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  • Research Output

    Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

    Li, W. (ed.), Gaffney, J. S. (ed.) & Packard, J. L. (ed.), 2002, Boston: Springer US.

    Research output: Book/Report/Conference proceedingBook

  • Cite this

    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.