The effects of early home literacy environments on fourth-grade literacy achievement: an international comparison Online publication date: Wed, 02-Jul-2014
by Diana J. Arya; Nicola A. McClung; Andrew Maul; Anne E. Cunningham
International Journal of Quantitative Research in Education (IJQRE), Vol. 2, No. 1, 2014
Abstract: It is well known that the home environment is a major factor in a child's literacy development. Exactly how different home-environmental factors play out across different national contexts is not as well understood. Using data from the 2011 Progress in International Reading and Literacy Study (PIRLS), we tested for structural invariance in the relationship between early childhood home literacy practices and later fourth-grade achievement among students across 52 countries or regions within countries (N = 106,297-109,582), while controlling for background characteristics. Findings indicate that the effect of many aspects of the home environment prior to school age, including adult-child interactions and parental values and beliefs about reading, may interact with national factors, particularly factors relating to government-subsidised preschool programmes. Implications include that any early home reading intervention efforts should include thoughtful consideration of the national policies and funding for preschool learning.
Online publication date: Wed, 02-Jul-2014
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Quantitative Research in Education (IJQRE):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email firstname.lastname@example.org