Zahra Esmaeeli|Fiona Kyle|Kjersti Lundetræ
Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade
University of Stavanger|City, University of London|University of Stavanger
well established emergent literacy strong predictor later reading difficulties home literacy environment plays important role development childrens preschool emergent literacy oral language furthermore reading difficulties runs families children family risk reading difficulties tend show delays emergent literacy might experience less advantageous home literacy environment study examined whether family risk predicts childrens secondgrade reading difficulties multifactorial model including emergent literacy environmental protective factors home literacy environment parental level education children assessed emergent literacy beginning first grade identified reading difficulties end second grade performed national threshold least three subtests reading spelling multifactorial model suggested children family risk showed reading difficulties could explained terms individual differences emergent literacy gender interest literacy years kindergarten home literacy environment parental education level findings highlight advantages using multifactorial models reading difficulties encompass different domains genetic cognitivebased environmental factors sum find family risk associated childrens literacy outcomes 2 years formal reading instruction also identified possible modifiable factors may benefit interventions lessen likelihood developing reading difficulties