Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills

Research output: Journal contributionsJournal articlesResearchpeer-review

Standard

Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills. / Grolig, Lorenz; Cohrdes, Caroline; Tiffin-Richards, Simon P. et al.
In: Reading and Writing, Vol. 32, No. 4, 15.04.2019, p. 1061-1084.

Research output: Journal contributionsJournal articlesResearchpeer-review

Harvard

APA

Vancouver

Grolig L, Cohrdes C, Tiffin-Richards SP, Schroeder S. Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing. 2019 Apr 15;32(4):1061-1084. doi: 10.1007/s11145-018-9901-2

Bibtex

@article{8effe5d668494c709fa0e9bd62461ddb,
title = "Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills",
abstract = "The development of preschoolers{\textquoteright} language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as most studies (a) investigate the effects on lower level language (LLL; e.g., vocabulary, grammar), but not the effects on higher level language (HLL; e.g., comprehension monitoring, narrative comprehension), and (b) focus on shared reading in the home literacy environment (HLE), but not on the child care literacy environment (CCLE) and the child as active literacy agent. We addressed these two gaps. First, we investigated the contributions of the HLE and the CCLE to the storybook exposure of 201 German preschoolers (M Age = 5; 5 years). A multilevel model showed that parents{\textquoteright} storybook exposure was the most important predictor of children{\textquoteright}s storybook exposure. By contrast, child care workers{\textquoteright} storybook exposure was not a significant predictor. Second, we explored the unique contributions of HLE, CCLE, and preschoolers{\textquoteright} storybook exposure to LLL and HLL skills. Multilevel models showed that children{\textquoteright}s storybook exposure explained unique variance not only in LLL skills, but also in HLL skills. Literacy environments explained additional variance in LLL skills. In sum, our results suggest that literacy environments are differentially related to children{\textquoteright}s storybook exposure and language skills. Our finding that children{\textquoteright}s storybook exposure was a unique predictor of vocabulary, grammar, comprehension monitoring, and narrative comprehension indicates that shared book reading has the potential to foster a range of early literacy skills which predict reading comprehension. ",
keywords = "Shared reading, Home literacy environment, Child care literacy environment, Print exposure, Lower level language, Higher level language, Educational science",
author = "Lorenz Grolig and Caroline Cohrdes and Tiffin-Richards, {Simon P.} and Sascha Schroeder",
note = "Publisher Copyright: {\textcopyright} 2018, The Author(s).",
year = "2019",
month = apr,
day = "15",
doi = "10.1007/s11145-018-9901-2",
language = "English",
volume = "32",
pages = "1061--1084",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "4",

}

RIS

TY - JOUR

T1 - Effects of preschoolers' storybook exposure and literacy environments on lower level and higher level language skills

AU - Grolig, Lorenz

AU - Cohrdes, Caroline

AU - Tiffin-Richards, Simon P.

AU - Schroeder, Sascha

N1 - Publisher Copyright: © 2018, The Author(s).

PY - 2019/4/15

Y1 - 2019/4/15

N2 - The development of preschoolers’ language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as most studies (a) investigate the effects on lower level language (LLL; e.g., vocabulary, grammar), but not the effects on higher level language (HLL; e.g., comprehension monitoring, narrative comprehension), and (b) focus on shared reading in the home literacy environment (HLE), but not on the child care literacy environment (CCLE) and the child as active literacy agent. We addressed these two gaps. First, we investigated the contributions of the HLE and the CCLE to the storybook exposure of 201 German preschoolers (M Age = 5; 5 years). A multilevel model showed that parents’ storybook exposure was the most important predictor of children’s storybook exposure. By contrast, child care workers’ storybook exposure was not a significant predictor. Second, we explored the unique contributions of HLE, CCLE, and preschoolers’ storybook exposure to LLL and HLL skills. Multilevel models showed that children’s storybook exposure explained unique variance not only in LLL skills, but also in HLL skills. Literacy environments explained additional variance in LLL skills. In sum, our results suggest that literacy environments are differentially related to children’s storybook exposure and language skills. Our finding that children’s storybook exposure was a unique predictor of vocabulary, grammar, comprehension monitoring, and narrative comprehension indicates that shared book reading has the potential to foster a range of early literacy skills which predict reading comprehension.

AB - The development of preschoolers’ language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as most studies (a) investigate the effects on lower level language (LLL; e.g., vocabulary, grammar), but not the effects on higher level language (HLL; e.g., comprehension monitoring, narrative comprehension), and (b) focus on shared reading in the home literacy environment (HLE), but not on the child care literacy environment (CCLE) and the child as active literacy agent. We addressed these two gaps. First, we investigated the contributions of the HLE and the CCLE to the storybook exposure of 201 German preschoolers (M Age = 5; 5 years). A multilevel model showed that parents’ storybook exposure was the most important predictor of children’s storybook exposure. By contrast, child care workers’ storybook exposure was not a significant predictor. Second, we explored the unique contributions of HLE, CCLE, and preschoolers’ storybook exposure to LLL and HLL skills. Multilevel models showed that children’s storybook exposure explained unique variance not only in LLL skills, but also in HLL skills. Literacy environments explained additional variance in LLL skills. In sum, our results suggest that literacy environments are differentially related to children’s storybook exposure and language skills. Our finding that children’s storybook exposure was a unique predictor of vocabulary, grammar, comprehension monitoring, and narrative comprehension indicates that shared book reading has the potential to foster a range of early literacy skills which predict reading comprehension.

KW - Shared reading

KW - Home literacy environment

KW - Child care literacy environment

KW - Print exposure

KW - Lower level language

KW - Higher level language

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85053281319&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/5b805b01-c221-3dca-847d-7df990171b16/

U2 - 10.1007/s11145-018-9901-2

DO - 10.1007/s11145-018-9901-2

M3 - Journal articles

VL - 32

SP - 1061

EP - 1084

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 4

ER -

Recently viewed

Researchers

  1. Evin Dalkilic

Publications

  1. The Influence of Terrorism on Expatriate Performance: a Conceptual Approach
  2. Towards a comparative international history of dockers
  3. Auditors' Perceptions of Client Firms
  4. After Occupy
  5. Stock price reactions to climate science information from the Intergovernmental Panel on Climate Change
  6. POLICY ANALYSIS - AN INTRODUCTION - GERMAN - WINDHOFFHERITIER,A
  7. Deciphering the speed of link: Experimental Evidence of a rapid increase in soil respiration following the onset of photosynthesis
  8. Linking modes of research to their scientific and societal outcomes. Evidence from 81 sustainability-oriented research projects
  9. Microstructure and creep properties of MEZ magnesium alloy processed by thixocasting
  10. A qualitative approach to evidence-based entrepreneurship: Theoretical considerations and an example involving business clusters
  11. Copenhagen Diabetes Consensus (CODIAC) 2021
  12. Cost of quality reports and value engineering
  13. Scale Misfit in Ecosystem Service Governance as a Source of Environmental Conflict
  14. Under Which Conditions Do Populist Governments Use Unpolitics in EU Decision‐Making
  15. Small Particle Size Magnesium in One-pot Grignard-Zerewitinoff-like Reactions under Mechanochemical Conditions
  16. Shrub management is the principal driver of differing population sizes between native and invasive populations of Rosa rubiginosa L
  17. Article 71 CISG
  18. Narrative approach to futures
  19. Geschlechtsneutralität
  20. Introduction
  21. Portfolio
  22. Time Norms as Strong Evaluations
  23. Do limiting factors at Alaskan treelines shift with climatic regimes?
  24. Learning Strategies of First Year University Students
  25. What matters for work engagement?
  26. Lesekompetenz heute
  27. Strategic responses to crisis
  28. Effectiveness and Moderators of an Internet-Based Mobile-Supported Stress Management Intervention as a Universal Prevention Approach
  29. Representative time use data and calibration of the American time use studies 1965 - 1999
  30. Investigation and Modelling of the Influence of Cooling Rates on the Microstructure of AZ91 Alloys