Home literacy environment and Chinese Children’s second language development: A cross-lagged analysis

Abstract

This study examined the cross-lagged relations between the home literacy environment (HLE) and the language and literacy skills of Chinese children learning English as a second language. We also investigated whether the relations varied by child interest and home language use. A sample of 241 children (112 girls, M_age= 47.32 months) were followed for one year. Cross-lagged path analyses revealed that while literacy resources and direct teaching positively predicted children’s English skills, children’s earlier phonological awareness and vocabulary also influenced parents’ later home literacy practices. Furthermore, the associations between HLE and child language and literacy skills varied based on child interest and home language use. These findings shed light on children’s active role in shaping their HLE.