View in EDS

Cross-Lagged Analysis of Home Literacy Environment and Reading Ability of Children with Intellectual Disabilities

Saved in:
Bibliographic Details
Title: Cross-Lagged Analysis of Home Literacy Environment and Reading Ability of Children with Intellectual Disabilities
Language: English
Authors: Qianqian Wang (ORCID 0000-0002-9558-9625), Zhengwei Gu, Lin Chai, Yangreng Shang, Tingzhao Wang (ORCID 0000-0002-6049-1978)
Source: Journal of Research in Reading. 2025 48(3):278-292.
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: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Family Environment, Reading Skills, Children, Mild Intellectual Disability, Moderate Intellectual Disability, Correlation, Word Recognition, Reading Fluency, Vocabulary, Age Differences, Intelligence, Foreign Countries
Geographic Terms: China
DOI: 10.1111/1467-9817.70008
ISSN: 0141-0423
1467-9817
Abstract: Background: Understanding the reading ability of children with intellectual disabilities (ID) can help them improve their communication skill and cognition, but little is known about how home literacy environment (HLE) improves the reading ability of children with ID. The aim of the current study was to explore the mutual predictive relationship between HLE and reading ability of children with ID. Methods: In June 2022 (T1) and June 2023 (T2), 157 children with mild to moderate intellectual disabilities completed the Chinese reading ability test, while their parents completed a survey on their HLE and demographic information. Descriptive statistics for all variables and Pearson correlation between HLE and reading ability (recognition, sentence reading fluency and vocabulary comprehension) at both T1 and T2 were analysed. To verify the reciprocal predictive relationships between variables, a cross-lagged analysis was conducted using latent variable structural equation modelling on HLE at T1 and T2, controlling for age and intelligence, as well as on the reading ability of children with ID at these same time points. Results: Longitudinal cross-lagged analysis showed that HLE had no significant predictive effect on future reading ability of children with ID, but reading ability had a significant positive predictive effect on future HLE. Conclusions: The current results suggest that the more the parents are aware of the reading ability of their children with ID, the more they invest in their children's reading development, thereby encouraging them to invest further in creating an enriched HLE for their children.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479055
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1479055
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Cross-Lagged Analysis of Home Literacy Environment and Reading Ability of Children with Intellectual Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Qianqian+Wang%22">Qianqian Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9558-9625">0000-0002-9558-9625</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhengwei+Gu%22">Zhengwei Gu</searchLink><br /><searchLink fieldCode="AR" term="%22Lin+Chai%22">Lin Chai</searchLink><br /><searchLink fieldCode="AR" term="%22Yangreng+Shang%22">Yangreng Shang</searchLink><br /><searchLink fieldCode="AR" term="%22Tingzhao+Wang%22">Tingzhao Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6049-1978">0000-0002-6049-1978</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Reading%22"><i>Journal of Research in Reading</i></searchLink>. 2025 48(3):278-292.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mild+Intellectual+Disability%22">Mild Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Moderate+Intellectual+Disability%22">Moderate Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-9817.70008
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-0423<br />1467-9817
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Understanding the reading ability of children with intellectual disabilities (ID) can help them improve their communication skill and cognition, but little is known about how home literacy environment (HLE) improves the reading ability of children with ID. The aim of the current study was to explore the mutual predictive relationship between HLE and reading ability of children with ID. Methods: In June 2022 (T1) and June 2023 (T2), 157 children with mild to moderate intellectual disabilities completed the Chinese reading ability test, while their parents completed a survey on their HLE and demographic information. Descriptive statistics for all variables and Pearson correlation between HLE and reading ability (recognition, sentence reading fluency and vocabulary comprehension) at both T1 and T2 were analysed. To verify the reciprocal predictive relationships between variables, a cross-lagged analysis was conducted using latent variable structural equation modelling on HLE at T1 and T2, controlling for age and intelligence, as well as on the reading ability of children with ID at these same time points. Results: Longitudinal cross-lagged analysis showed that HLE had no significant predictive effect on future reading ability of children with ID, but reading ability had a significant positive predictive effect on future HLE. Conclusions: The current results suggest that the more the parents are aware of the reading ability of their children with ID, the more they invest in their children's reading development, thereby encouraging them to invest further in creating an enriched HLE for their children.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1479055
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479055
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9817.70008
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 278
    Subjects:
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Mild Intellectual Disability
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Cross-Lagged Analysis of Home Literacy Environment and Reading Ability of Children with Intellectual Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Qianqian Wang
      – PersonEntity:
          Name:
            NameFull: Zhengwei Gu
      – PersonEntity:
          Name:
            NameFull: Lin Chai
      – PersonEntity:
          Name:
            NameFull: Yangreng Shang
      – PersonEntity:
          Name:
            NameFull: Tingzhao Wang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-0423
            – Type: issn-electronic
              Value: 1467-9817
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Research in Reading
              Type: main
ResultId 1