The differential influence of the home environment on the reading ability of children entering grade one

Abstract

This study examined the influence of the home environment on the development of early reading ability in 60 children entering Grade 1. The quality of the home environment was conceptualized along a continuum of (a) rich to moderate availability of print & (b high to moderate interaction by the child with print. Questionnaire data revealed substantial qualitative differences between parents' reports of the availability of print in the home & children's interaction with print within meaningful & functional literacy situations. Assessment of specific reading abilities indicated the quality of the home environment differentially influenced print awareness & book & code knowledge, but not word reading accuracy, fluency or use of strategies, prior to formal instruction in Grade 1.