The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills

Author:

Li Xiangfei,Li SuORCID

Funder

National Sciences Foundation of China

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference68 articles.

1. Baroody, A. E., & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78–87. https://doi.org/10.1177/0271121410392803

2. Beijing Municipal Bureau of Statistics. (2017). Beijing statistical yearbook. Retrieved on January 24, 2021 from: http://nj.tjj.beijing.gov.cn/nj/main/2017-tjnj/zk/indexch.htm

3. Beijing Municipal Bureau of Statistics. (2020). Beijing statistical yearbook. Retrieved on June 07, 2021 from: http://nj.tjj.beijing.gov.cn/nj/main/2020-tjnj/zk/indexch.htm

4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

5. Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426. https://doi.org/10.1598/rrq.37.4.4

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