Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors
Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors
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DOI：
10.1111/1460-6984.12269
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发表时间：
2017-03-01
影响因子：
2.4
通讯作者：
Justice, Laura M.
中科院分区：
文献类型：
--
作者：
Tambyraja, Sherine R.;Schmitt, Mary Beth;Justice, Laura M.
背景：大量研究表明家庭读写环境（HLE）与儿童的语言和读写技能之间存在正相关关系，但很少有研究关注语言障碍儿童（LI）的 HLE。患有 LI 的儿童有阅读困难的风险；因此，了解他们家庭读写互动的性质和频率是有必要的。 目标：在大量 LI 儿童样本中识别独特的 HLE 概况，并确定预测儿童概况成员资格的相关看护者和儿童特定因素。方法和程序：参与者是 195 名正在接受学校语言治疗的幼儿园和一年级 LI 儿童。照顾者完成了一份关于孩子的 HLE 的综合调查问卷，以及孩子参与共享书籍阅读、学习字母、发起或要求朗读以及选择独立阅读的程度。护理人员还回答了有关母亲受教育程度最高水平、护理人员阅读困难史以及护理人员阅读习惯等问题。孩子们在学年秋季完成了语言和读写能力电池测试。成果与结果：潜在概况分析表明了一个三概况解决方案，代表了所选 HLE 指标的高频率、平均频率和低频率。多项回归进一步显示，看护者自己的阅读习惯影响儿童的个人资料成员资格，儿童年龄和语言能力也是如此。结论与启示：这些结果凸显了 LI 儿童家庭读写能力互动频率的显着差异。未来有必要研究 LI 儿童的家庭阅读习惯和读写能力结果之间的关系。
Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their home literacy interactions is warranted.Aims: To identify unique HLE profiles within a large sample of children with LI, and to determine relevant caregiver- and child-specific factors that predict children's profile membership.Methods & Procedures: Participants were 195 kindergarten and first-grade children with LI who were receiving school-based language therapy. Caregivers completed a comprehensive questionnaire regarding their child's HLE, and the extent to which their child engaged in shared book reading, were taught about letters, initiated or asked to be read to, and chose to read independently. Caregivers also answered questions regarding the highest level of maternal education, caregiver history of reading difficulties, and caregiver reading habits. Children completed a language and literacy battery in the fall of their academic year.Outcomes & Results: Latent profile analyses indicated a three-profile solution, representing high, average and low frequency of the selected HLE indicators. Multinomial regression further revealed that caregivers' own reading habits influenced children's profile membership, as did child age and language abilities.Conclusions & Implications: These results highlight the considerable variability in the frequency of home literacy interactions of children with LI. Future work examining relations between familial reading practices and literacy outcomes for children with LI is warranted.