Lasting Effects of Home Literacy on Reading Achievement in School.

Abstract Specific effects of home literacy on the development of word decoding and reading comprehension from first through third grade were examined in an ethnically and social–economically heterogeneous sample of 69 Dutch children. Home environment pertained to children's opportunity for educational interactions, and parents' instructional and social–emotional quality during literate (joint book reading) and nonliterate (joint problem-solving) activities. Home environment was assessed before first grade; reading achievement at the end of first and third grade. At the end of first grade, oral language skills also were measured. Results revealed that parents' instructional and social–emotional quality had an effect on the development of reading comprehension, but not on word decoding. The effect was found for parental quality during both literate and nonliterate interactions. Finally, the home environmental effect was mediated by children's oral language skills in first grade, which lends support to a pragmatic oral language route to reading comprehension.

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