Hamilton, L. G, Hayiou-Thomas, M. E, Hulme, C. & Snowling, MJ. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading,20(5), 401-419. United States: Routledge. Retrieved from https://doi.org/10.1080/10888438.2016.1213266
The home literacy environment ( HLE ) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia ( n = 116 ) and children with no known risk ( n = 72 ). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills ( oral language, phoneme awareness, and emergent decoding ) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy development.
Institute for Learning Sciences and Teacher Education
Open Access Journal Article