The Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese.

Abstract

We examined the direct and indirect associations between home literacy environment (HLE) and children's listening comprehension and word reading in Chinese. Three hundred forty-seven Chinese kindergarten children (mean age = 74.01 months, 50% female) were tested on measures of pinyin letter knowledge, phonological awareness, vocabulary, word reading, and listening comprehension. Their parents completed a questionnaire about their socioeconomic status and the three aspects of HLE (code-related and meaning-related HLE, access to literacy resources). Results of path analysis showed that access to literacy resources was indirectly associated with both listening comprehension and word reading through the effects of phonological awareness and vocabulary. These findings suggest that in the early phases of language and literacy development, print materials in the home may be important not only for written-language skills but also for oral-language skills.