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Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school
We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10169598/ https://www.ncbi.nlm.nih.gov/pubmed/37179860 http://dx.doi.org/10.3389/fpsyg.2023.1052216 |
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author | Tanji, Takayuki Inoue, Tomohiro |
author_facet | Tanji, Takayuki Inoue, Tomohiro |
author_sort | Tanji, Takayuki |
collection | PubMed |
description | We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents’ needs for early literacy support by teachers, parents’ expectations for children’s reading skills, parents’ worry about children’s homework, and mother’s education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents’ worry was negatively associated with children’s reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents’ expectations were positively associated with children’s reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children’s reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji. |
format | Online Article Text |
id | pubmed-10169598 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-101695982023-05-11 Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school Tanji, Takayuki Inoue, Tomohiro Front Psychol Psychology We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents’ needs for early literacy support by teachers, parents’ expectations for children’s reading skills, parents’ worry about children’s homework, and mother’s education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents’ worry was negatively associated with children’s reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents’ expectations were positively associated with children’s reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children’s reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji. Frontiers Media S.A. 2023-04-26 /pmc/articles/PMC10169598/ /pubmed/37179860 http://dx.doi.org/10.3389/fpsyg.2023.1052216 Text en Copyright © 2023 Tanji and Inoue. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Tanji, Takayuki Inoue, Tomohiro Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title | Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title_full | Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title_fullStr | Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title_full_unstemmed | Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title_short | Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school |
title_sort | home literacy environment and early reading skills in japanese hiragana and kanji during the transition from kindergarten to primary school |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10169598/ https://www.ncbi.nlm.nih.gov/pubmed/37179860 http://dx.doi.org/10.3389/fpsyg.2023.1052216 |
work_keys_str_mv | AT tanjitakayuki homeliteracyenvironmentandearlyreadingskillsinjapanesehiraganaandkanjiduringthetransitionfromkindergartentoprimaryschool AT inouetomohiro homeliteracyenvironmentandearlyreadingskillsinjapanesehiraganaandkanjiduringthetransitionfromkindergartentoprimaryschool |