Support parents in providing a rich home literacy environment during the early years to foster emergent reading skills¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 4 studies (4 quant-synthesis), q3–q4 · 3 of 4 report an effect size

Description¶

The article concludes that its findings "suggest potential for interventions which support parents in providing a rich home literacy environment to help their children with emergent reading skills". Because home literacy environment predicted reading readiness and, with family stresses, attention and behaviour, the authors point to the early years and public health as the locus for such support. The home literacy environment index comprised storybook exposure, frequency of story reading, number of children's books in the home and adult author checklist.

Design Implications¶

Context¶

Requirements¶

• Intervention must reach families before school entry, when readiness for learning is being established

Constraints¶

• The article notes the home literacy environment may also reflect active and evocative gene–environment correlations, so it is unlikely to be purely a passive influence the child receives

Target Learners¶

• preschool children
• parents and primary caregivers

Target Learning Goals¶

• emergent reading skills
• school readiness
• self-regulation

Claims¶

• Joint Book Reading Predicts Literacy Success [+M]
• Parent Involvement Improves Early Reading [+M]

Related Strategies¶

• Start early: foster a positive math climate at home and school to prevent the distal avoidance pathway

Examples¶

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Key Sources¶

• 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