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The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities.

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Title: The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities.
Authors: Johnson, Rachelle M. (AUTHOR), Hart, Sara A. (AUTHOR), Wagner, Richard K. (AUTHOR)
Source: Developmental Science. Jul2025, Vol. 28 Issue 4, p1-13. 13p.
Subjects: Children with learning disabilities, Learning disabilities, Mastery learning, Fifth grade (Education), Child development
Abstract: Home literacy environment (HLE) refers to children's exposure to and engagement in reading‐related activities in the home. Although HLE is known to be related to successful early reading achievement in general, less is known about this relation for students with learning disabilities (LDs). We investigated the relation between HLE and reading achievement using a sample of 2090 children from the ECLS‐K:2011 dataset, half of whom were identified as students with LDs and half serving as controls. Latent growth curve modeling was used to examine growth in reading from kindergarten (age 5) through fifth grade (age 10). For both groups, growth was characterized by mastery learning with a negative correlation between intercept (i.e., performance at the first time point) and slope (rate of growth). Compared to controls, LD children had a lower mean intercept but a higher mean slope. HLE was positively related to intercept for both groups. However, the positive relation between HLE and reading did not extend to later grades, with a small but significant negative relation between HLE and slope for both groups that was a byproduct of the negative correlation between intercept and slope. The pattern of results remained the same after controlling for socioeconomic status (SES). It appears HLE is equally important to the reading achievement of both groups. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Rachelle+M%2E%22">Johnson, Rachelle M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hart%2C+Sara+A%2E%22">Hart, Sara A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wagner%2C+Richard+K%2E%22">Wagner, Richard K.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Jul2025, Vol. 28 Issue 4, p1-13. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Children+with+learning+disabilities%22">Children with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+learning%22">Mastery learning</searchLink><br /><searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink>
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  Label: Abstract
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  Data: Home literacy environment (HLE) refers to children's exposure to and engagement in reading‐related activities in the home. Although HLE is known to be related to successful early reading achievement in general, less is known about this relation for students with learning disabilities (LDs). We investigated the relation between HLE and reading achievement using a sample of 2090 children from the ECLS‐K:2011 dataset, half of whom were identified as students with LDs and half serving as controls. Latent growth curve modeling was used to examine growth in reading from kindergarten (age 5) through fifth grade (age 10). For both groups, growth was characterized by mastery learning with a negative correlation between intercept (i.e., performance at the first time point) and slope (rate of growth). Compared to controls, LD children had a lower mean intercept but a higher mean slope. HLE was positively related to intercept for both groups. However, the positive relation between HLE and reading did not extend to later grades, with a small but significant negative relation between HLE and slope for both groups that was a byproduct of the negative correlation between intercept and slope. The pattern of results remained the same after controlling for socioeconomic status (SES). It appears HLE is equally important to the reading achievement of both groups. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/desc.70033
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        Text: English
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        PageCount: 13
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      – SubjectFull: Children with learning disabilities
        Type: general
      – SubjectFull: Learning disabilities
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      – SubjectFull: Mastery learning
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      – SubjectFull: Child development
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              Text: Jul2025
              Type: published
              Y: 2025
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