The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children |
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| Authors: | Young-Suk Kim |
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| Institution: | (1) Florida State University and Florida Center for Reading Research, 227 N. Bronough St. Suite 7250, Tallahassee, FL 32301, USA |
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| Abstract: | Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
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| Keywords: | Emergent literacy skills Home literacy practices Korean Literacy development Preschool |
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