Show simple item record

dc.contributor.authorHan, Jisu
dc.description.abstractThe current study examined the influence of the home literacy environment on pre-kindergarten children’s emergent literacy skills. Mother’s educational level and children’s initial differences in their emergent literacy skills at pre-kindergarten entry were taken into account. Parent-child interactions during shared book reading were examined as an important aspect of the home literacy environment. Five measures of emergent literacy skills were used: receptive vocabulary, expressive vocabulary, phonological awareness, letter-name knowledge, and letter-sounds knowledge. The results indicated that parents and children focused more on meanings of the story rather than printed letters during shared book reading suggesting that the influence of home literacy environment was explained by children’s receptive and expressive vocabulary. The possible influences of mother’s educational level and children’s pre-kindergarten experiences on children’s emergent literacy skills are also discussed.
dc.subjectHome literacy environment
dc.subjectEmergent literacy
dc.subjectMother’s educational level
dc.subjectShared book reading
dc.subjectParent-child interactions
dc.titleInfluence of the home literacy environment on pre-kindergarten children's emergent literacy skills
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorStacey Neuharth-Pritchett
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeShawn Glynn
dc.description.committeeMartha Carr

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record