Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 2

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2025-05-19 DOI:10.1111/1467-9817.70006

Ioannis Grigorakis, George Manolitsis, Tomohiro Inoue, George K. Georgiou

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Abstract

Background

Early morphological awareness skills are well-known predictors of later literacy skills, but little is known on how young children develop this early morphological knowledge without formal instruction. Home literacy environment is considered as a supporting context for several early literacy skills' growth, but no studies have examined effects on early morphological awareness growth. The purpose of this study was to examine the direct and indirect effects of different aspects of the home literacy environment (HLE; code-related HLE, meaning-related HLE and access to literacy resources) in the growth of morphological awareness (MA) skills.

Methods

One hundred and sixty Greek children (79 girls and 81 boys; M_age = 67.22 months) were assessed in kindergarten on letter knowledge, phonological awareness and vocabulary. Their MA skills (Word Analogy and Compounding) were also assessed in kindergarten, Grade 1 and Grade 2. Their parents filled out an HLE questionnaire when their children were in kindergarten.

Results

Results of structural equation modelling showed that code-related HLE had both a direct effect on the intercept of Word Analogy and an indirect effect on the growth of Word Analogy and the intercept of Compounding through letter knowledge. In turn, access to literacy resources predicted the intercept of Word Analogy and Compounding indirectly through the effects of vocabulary.

Conclusions

Taken together, the present findings suggest that HLE is important in the early stages of MA development, but its effects are mostly mediated by the emergent literacy skills.

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考察家庭读写环境在幼儿园至二年级形态意识成长中的作用

早期形态学意识技能是众所周知的预测后来的读写能力，但很少知道如何幼儿发展这种早期形态学知识没有正式的指导。家庭识字环境被认为是几种早期识字技能发展的支持环境，但没有研究考察其对早期形态意识发展的影响。本研究旨在探讨家庭读写环境(HLE；语码相关HLE、意义相关HLE和读写资源获取)在形态意识（MA）技能成长中的作用。方法160例希腊儿童(女孩79例，男孩81例；幼儿（67.22个月）的字母知识、语音意识和词汇量进行评估。在幼儿园、一年级和二年级对他们的MA技能（单词类比和复合）进行了评估。他们的父母在孩子上幼儿园时填写了一份HLE问卷。结果结构方程模型结果表明，语码相关HLE对单词类比的截距有直接影响，对单词类比的增长和通过字母知识复合的截距有间接影响。识字资源的获取反过来又通过词汇的影响间接地预测了词语类比和复合的拦截。综上所述，本研究结果表明，高水平教育在文学素养发展的早期阶段很重要，但其影响主要是由新兴的识字技能介导的。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.