Revisiting the home literacy model of reading development in an orthographically consistent language

George Manolitsis*, George K. Georgiou, Rauno Parrila

*Corresponding author for this work

Research output: Contribution to journalArticle

43 Citations (Scopus)

Abstract

We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also responded on a questionnaire regarding the frequency of storybook reading, the number of books at home, and the frequency of teaching letter names, sounds, and words. Reading fluency and comprehension were measured in grade 4. The results indicated that the early home literacy experience variables were related to the emergent literacy skills but did not directly predict future reading skills. Thus, the Home Literacy Model applies to consistent orthographies before any formal reading instruction takes place.

Original languageEnglish
Pages (from-to)496-505
Number of pages10
JournalLearning and Instruction
Volume21
Issue number4
DOIs
Publication statusPublished - Aug 2011
Externally publishedYes

Keywords

  • home literacy model
  • emergent literacy
  • reading fluency
  • comprehension
  • orthographically consistent languages

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