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ERIC Number: EJ1468028
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0782
EISSN: EISSN-1747-7581
Available Date: 0000-00-00
The Relationship between the Home Literacy Environment and Development of Orthographic Skills in Chinese Beginning Readers
Shifeng Li1,2; Wei Zhao1,2; Yingchun Xia1,2
Language and Education, v39 n2 p417-432 2025
Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background and home literacy environment, and children completing orthography identification and selection tasks. The results indicated that children who had just entered primary school could differentiate character-like stimuli from non-character-like stimuli and exhibited some knowledge of radicals and awareness of radical positions. Both home formal and informal literacy experiences were significantly correlated with children's performance in various orthographic skills. However, after controlling for factors such as children's age, gender, parents' education, and family income, and simultaneously considering both formal and informal literacy experiences, only the informal literacy environment significantly predicted children's performance on various orthographic skills. These findings suggest that home literacy environments, particularly informal home literacy experiences, play a crucial role in supporting the development of children's orthographic skills.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Psychology, Northwest Normal University, Lanzhou, China; 2Key Laboratory of Behavioral and Mental Health of Gansu, Lanzhou, China