Elena Soto-Calvo|Fiona R. Simmons|Annmarie Adams|Hannah N. Francis|David Giofrè
Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study
Liverpool John Moores University|Liverpool John Moores University|Liverpool John Moores University|Liverpool John Moores University|University of Genoa
research findings proposed home literacy environment may influence development early number skills however results studies examining association home literacy experiences early number skills mixed could due way home literacy experiences conceptualized measured study examines relationship early number skills aspects home learning environment alongside home number experiences parental mathematical attitudes two types home literacy experiences examined sample 274 preschoolers mean age 40 sd 4 months codefocused home literacy experiences focus phonological orthographic features language meaningfocused home literacy experiences focus sharing meaning language text home number experiences lettersound interactions interactive codefocused literacy experiences related childrens counting number transcoding calculation skills whereas meaningfocused home literacy experiences parental mathematical attitudes largely unrelated early number skills structural equation models indicated lettersound interactions could predict statistically significant unique variance counting number transcoding calculation practice policy findings suggest code rather meaningfocused home literacy experiences related preschoolers early number skills supporting parents engage codefocused home literacy experiences may benefit preschoolers number skills well emergent literacy