Haidan LIU|Minyi LI
Associations between home literacy environment and children&amp;rsquo;s receptive vocabulary: A meta-analysis
Shaanxi Normal University|Beijing Normal University
p idc6home literacy environment hle refers variety resources opportunities provided children well parental skills abilities dispositions resources determine provision opportunities children half century large body studies shown hle significantly promote childrens receptive vocabulary development however blurry operationalization hles construct inconsistency effect sizes ess recent studies made difficult understand really works childrens receptive vocabulary development home metaanalysis systematically reviewed empirical studies published 1990 2021 regarding relationships two variables order clarify hles construct investigate main effects explore potential moderators p idc7through literature review found hle usually conceptualized either perspective ecological system theory interaction theory ecological system theory widely adopted researchers involved home literacy resources motivational atmosphere literacy activities next completed comprehensive search peerreviewed published research 84 articles 212 effect sizes 65550 children finally included used cma 30 statistical analysis results showed 1 except age children began read publication bias ess hle subconstructs items 2 results random effects model indicated significant moderate relation hle childrens receptive vocabulary development italicritalic031 italicpitalic001 among subconstructs items related shared reading ie number childrens books frequency shared reading frequency childrens reading request demonstrated highest ess followed motivational atmosphere including parents literacy beliefs parents reading habits literacy activities ess informal literacy activities low significant formal literacy activities associated childrens receptive vocabulary development 3 ess hle frequency shared reading high level heterogeneity used metaregression explore whether time periods cultural backgrounds childs age measurement methods potential moderators results suggested ess hle decreased significantly across time periods one possible explanation influx multimedia significantly changed hle may lie time children spent preprimary schools increased significantly also found ess frequency shared reading stable past 30 years supported previous literature interactive reading adults children effective way childrens receptive vocabulary development moderating effects measurement methods different hle frequency shared reading specifically ess hle obtained questionnaires home observation measurement environment lead significant differences ess frequency shared reading obtained childrens title checklist ctc significantly higher obtained questionnaires found except problems understanding deviation difficulty recall social desirability effect researchers may different understandings ctc measurements time lastly moderating effects cultural backgrounds childs age detected p idc8taken altogether study supports previous literature hle positively correlated childrens receptive vocabulary especially resources opportunities related shared reading findings also suggest hle changing multifaceted construct research needed extend conceptualization especially techenabled literacy practices furthermore researchers also pay attention cultural differences hle employ crosscultural perspectives improve reliability validity measurements would help advance future hle research practice