Minna Torppa|Kati Vasalampi|Kenneth Eklund|Pekka Niemi
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Turku
study aimed gain better understanding associations literacy activities home longterm language literacy development extended home literacy environment hle model snchal lefevre child development 2002 vol 73 pp 445460 including repeated assessments shared reading oral language reading comprehension development including examination familial risk dyslexia moderator following development time ages 2 15 years 198 finnish participants 106 familial risk dyslexia due parental dyslexia path models include development vocabulary 255 years emerging literacy 55 years reading fluency 8 9 years reading comprehension 8 9 15 years well shared book reading parents 2 4 5 8 9 years teaching literacy home 45 years reading motivation 89 years results supported hle model teaching literacy home predicted stronger emerging literacy skills whereas shared book reading predicted vocabulary development reading motivation emerging literacy vocabulary predicted reading development familial risk dyslexia significant moderator regarding several paths vocabulary reading fluency shared reading stronger predictors reading comprehension among children familial risk dyslexia whereas reading motivation stronger predictor reading comprehension among adolescents familial risk findings underline importance shared reading suggest longstanding impact shared reading reading development directly oral language development reading motivation