Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness

Abstract

Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. Parents were offered to participate in one evening meeting and in an individual dialogic reading session. HLE and children’s linguistic competencies were assessed before and twice after the intervention. Families in the complete intervention group did not differ from other families in any of the study variables at the beginning of the study. However, they significantly improved their HLE, and children in these families showed greater development in phonological awareness when compared with the other families. Results indicate that less intensive interventions can have long-lasting effects on HLE and children’s development.