The Longitudinal Interplay between Father-Child and Mother-Child Home Literacy Activities and Children's Learning English as a Second Language in Hong Kong
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| Title: | The Longitudinal Interplay between Father-Child and Mother-Child Home Literacy Activities and Children's Learning English as a Second Language in Hong Kong |
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| Language: | English |
| Authors: | Catrina Cuina Liu (ORCID |
| Source: | Journal of Research in Reading. 2025 48(1):63-82. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Children, Fathers, Mothers, Literacy, Home Study, Parent Participation, Parent Child Relationship, Foreign Countries, English (Second Language), Second Language Learning, Kindergarten |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1111/1467-9817.12476 |
| ISSN: | 0141-0423 1467-9817 |
| Abstract: | Background: The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father-child and mother-child HLE and children's English language skills as L2. Methods: In this study, 176 second-year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child. Results: The cross-lagged panel analysis showed that previous father-child formal HLE predicted subsequent activity levels of mother-child and father-child informal HLE. The mother-child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father-child informal HLE. Conclusions: The crossover effects between the father-child and mother-child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family-based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460607 |
| Database: | ERIC |
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| Abstract: | Background: The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father-child and mother-child HLE and children's English language skills as L2. Methods: In this study, 176 second-year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child. Results: The cross-lagged panel analysis showed that previous father-child formal HLE predicted subsequent activity levels of mother-child and father-child informal HLE. The mother-child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father-child informal HLE. Conclusions: The crossover effects between the father-child and mother-child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family-based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed. |
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| ISSN: | 0141-0423 1467-9817 |
| DOI: | 10.1111/1467-9817.12476 |
