In addition, although several studies have provided evidence for the “evocative” effects of children’s literacy skills on parental teaching (i.e., early child’s literacy skills predict later parental involvement Niklas and Schneider, 2013 Sénéchal and LeFevre, 2014 Deng et al., 2015 Inoue et al., 2018a Silinskas et al., 2020, 2021 Georgiou et al., 2021), few have examined the longitudinal influences of reading skills in two different scripts on parent teaching simultaneously. To better understand the effects of different aspects of HLE on children’s literacy skills, further studies in more diverse cultural contexts are needed ( McBride et al., 2022). In fact, to our knowledge, few studies in Japanese have examined the longitudinal links between HLE and children’s reading skills during the transition period from kindergarten to early primary grades.
However, the majority of HLE studies have been conducted in North America and Europe with children learning to read in an alphabetic orthography, and studies in non-alphabetic orthographies are still relatively rare, except for those in Chinese (e.g., Chow et al., 2008 Deng et al., 2015 Zhang et al., 2020). An increasing number of studies have demonstrated that home literacy environment (HLE) predicts children’s language and literacy development across a variety of languages and cultural contexts ( Manolitsis et al., 2011 Niklas and Schneider, 2013 Sénéchal and LeFevre, 2014 Inoue et al., 2018a Zhang et al., 2020). Although schools facilitate the development of children’s literacy skills, parental involvement and the home literacy environment are also responsible for reading development ( Sénéchal and LeFevre, 2002 Niklas and Schneider, 2017 Inoue et al., 2020b Silinskas et al., 2020 Georgiou et al., 2021). ALR may be associated with early reading development in both Hiragana and Kanji.Įarly reading skills develop rapidly at the beginning of primary school and thereafter by receiving formal literacy instruction. 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. 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.
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. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji.
Their parents answered a questionnaire about HLE, 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. 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. 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. 2The Chinese University of Hong Kong, Hong Kong SAR, China.
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