Abstract: Chapter Six The Foundations of Literacy Lorna G. Hamilton, Lorna G. HamiltonSearch for more papers by this authorMarianna E. Hayiou-Thomas, Marianna E. Hayiou-ThomasSearch for more papers by this author Lorna G. Hamilton, Lorna G. HamiltonSearch for more papers by this authorMarianna E. Hayiou-Thomas, Marianna E. Hayiou-ThomasSearch for more papers by this author Book Editor(s):Margaret J. Snowling, Margaret J. SnowlingSearch for more papers by this authorCharles Hulme, Charles HulmeSearch for more papers by this authorKate Nation, Kate NationSearch for more papers by this author First published: 13 May 2022 https://doi.org/10.1002/9781119705116.ch6 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary Taking a bioecological approach, this chapter focuses on the key proximal processes implicated in laying the foundations for literacy development, that is, language- and print-related interactions with adults during the preschool years. Phonological skills, coupled with the "alphabetic insight" that written letters correspond to sounds in spoken language, provide the foundation for the code-based aspects of literacy. The quantity and quality of language that young children hear is a major influence on their language development, and the literature has established clear associations between parental language input and children's language levels. A substantial body of research has linked aspects of the home literacy environment to precursor skills for literacy and thus, indirectly, to reading outcomes. The chapter considers four potential constraining factors: family socioeconomic status, parental attitudes to literacy and education, family risk of dyslexia, and family health. The Science of Reading: A Handbook, Second Edition RelatedInformation
Publication Year: 2022
Publication Date: 2022-05-13
Language: en
Type: other
Indexed In: ['crossref']
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