In a
5-year longitudinal study of typical literacy development (Grades 1–5 or 3–7),
relationships were examined between (a) parental responses to questionnaires
about home literacy activities and ratings of children’s self-regulation at
home, both completed annually by the same parent, and (b) children’s reading
and writing achievement assessed annually at the university. Higher reading and
writing achievement correlated with engaging in more home literacy activities.
Parental help or monitoring of home literacy activities was greater for
low-achieving than for high-achieving readers or writers. Children engaged more
minutes per week in reading than writing activities at home, but parents
provided more help with writing and reported computers were used more for
homework than for school literacy instruction. Parental ratings of
self-regulation of attention remained stable, but executive functions—goal-setting,
hyperactivity, and impulsivity—tended to improve. Results are translated into
consultation tips for literacy learning and best professional practices.
Alston-Abel, N. L.,
& Berninger, V. W. (2017). Relationships between home literacy practices and
school achievement: Implications for consultation and home–school
collaboration. Journal of Educational and Psychological Consultation,
28(2), 164-189. http://dx.doi.org/10.1080/10474412.2017.1323222
