Home literacy environment and family stresses predict attention and behaviour at school entry¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Home literacy environment and family stresses accounted for 11% of variance in attention and behaviour, with family-risk adding no further variance. → Dilnot 2017

Evidence¶

Dilnot 2017¶

Dilnot, J., Hamilton, L., Maughan, B. and Snowling, M. (2017). Child and Environmental Risk Factors Predicting Readiness for Learning in Children at High-Risk of Dyslexia. Development & Psychopathology, 29(1). http://dx.doi.org/10.1017/S0954579416000134

q3 · i? · associational · r2

Hierarchical regression predicting parental ratings of attention and behaviour (SDQ hyperactivity and conduct subscales at age 4½). The article reports "home literacy environment and family stresses accounted for 11% of the variance at the first step".

"In the model predicting attention and behaviour, home literacy environment and family stresses accounted for 11% of the variance at the first step and family3risk accounted for no further variance."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A cumulative risk index and nonverbal IQ together account for 31% of variance in reading readiness at school entry — related
• Family-risk of dyslexia does not predict readiness to learn once other distal, proximal and child risk factors are controlled — related
• Home literacy environment and child health predict reading readiness at school entry, and socioeconomic status stops being a significant predictor once home literacy environment is entered (suggestive of mediation, not tested) — related
• Family-risk of dyslexia and preschool language impairment are additive risk factors for reading readiness and attention and behaviour — related
• Children's challenging behaviour, not ability (IQ), is the major source of demand on teachers, and one child's disruptive behaviour can reduce classmates' access to the educator — related
• Children at family-risk of dyslexia and children with preschool language difficulties experience more environmental and health risks than controls — related
• Formal math activities in the home environment mitigated the risk of parental math difficulties for children's math development (reported by the editors, citing Torppa et al.) — related
• Parental emotional support was not an independent predictor of Chinese kindergarten children's SRL, in contrast to Western findings — related
• More frequent parent-reported home literacy activities were associated with better children's math performance, controlling for covariates — related