Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Hayiou-Thomas, M.E., Hulme, C. and Snowling, Margaret (2016) The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20 (5). pp. 401-419.

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Abstract

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n=116) and children with no known risk (n=72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of SES on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness and emergent decoding) in both groups. Findings are discussed in terms of possible gene-environment correlation mechanisms underpinning atypical literacy development.

Item Type:	Article
Additional Information:	"This is an accepted version of an article published by Taylor & Francis Group in Scientific Studies of Reading on 11/08/2016, available online: http://www.tandfonline.com/doi/full/10.1080/10888438.2016.1213266"
Status:	Published
DOI:	10.1080/10888438.2016.1213266
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/1640

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