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Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 
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下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
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Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Reading and writing》2017,30(6):1335-1360
We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent character-sound correspondences with a large symbol set. One hundred sixty-nine Japanese children were assessed at the beginning of grade 1 on reading accuracy and fluency, spelling, phonological awareness, phonological memory, rapid automatized naming (RAN), orthographic knowledge, and morphological awareness, and on reading and spelling at the middle of grade 1. The results showed remarkable differences in the cognitive predictors of early reading accuracy and spelling development in Hiragana and Kanji, and somewhat lesser differences in the predictors of fluency development. Phonological awareness was a unique predictor of Hiragana reading accuracy and spelling, but its impact was relatively weak and transient. This finding is in line with those reported in consistent orthographies with contained symbol sets such as Finnish and Greek. In contrast, RAN and morphological awareness were more important predictors of Kanji than of Hiragana, and the patterns of relationships for Kanji were similar to those found in inconsistent orthographies with extensive symbol sets such as Chinese. The findings suggested that Japanese children learning two contrastive orthographic systems develop partially separate cognitive bases rather than a single basis for literacy acquisition. 相似文献
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