Tomohiro Inoue|George Manolitsis|Peter F. de Jong|Karin Landerl|Rauno Parrila|George K. Georgiou
Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency
Chinese University of Hong Kong|University of Crete|University of Amsterdam|University of Graz|Macquarie University|Macquarie University|University of Alberta
examined relation home literacy environment hle early literacy development sample children learning four alphabetic orthographies varying orthographic consistency english dutch german greek seven hundred fourteen children followed grade 1 grade 2 tested emergent literacy skills vocabulary letter knowledge phonological awareness beginning grade 1 word reading fluency spelling end grade 1 beginning grade 2 end grade 2 parents responded questionnaire assessing hle parent teaching pt shared book reading sbr access literacy resources alr beginning grade 1 results showed first pt associated letter knowledge phonological awareness dutch greek alr associated emergent literacy skills languages sbr predict cognitive early literacy skills language second pt alr indirect effects literacy outcomes via different emergent literacy skills languages findings suggest hle components equally important emergent literacy skills reading fluency spelling specific trend role orthographic consistency aforementioned relations emerged suggests factors may account observed differences across languages children start receiving formal reading instruction grade 1