Children's Emergent Literacy Development

1395 Words6 Pages
The type of (HLE) a child is in can significantly impacts a child’s emergent literacy development. (Senechal, Lefevre, Thomas , & Daley, 1996; Sawyer, et al., 2014; Sénéchal & LeFevre, 2002; Senechal & LaFevre, 2014). HLE is defined by the “frequency of storybook reading and literacy teaching during book reading” (Sawyer, et al., 2014, p. 65). Sénéchal & LeFevre (2002 & 2014) conducted a study to prove that a positive and helpful HLE aids in children’s emergent literacy. The Home Literacy Model used proved the original hypothesis. There was a statistically significant predictor of parent’s creating a positive HLE and frequency of shared book reading that positively correlated to the child’s literacy abilities for the beginning of grade 1. Shared book reading comprises 4% of the significant differences with the child’s vocabulary. The formal literacy measures presented by the parents like, actively listening to the child read and the method the parent uses to teach, was deemed most helpful as a predictor for the child’s reading abilities by the end of grade 1. The study concluded that a positive HLE promoted growth within the child’s vocabulary and word reading skills (Sénéchal & LeFevre, 2002; Senechal & LaFevre, 2014). Important factors that contribute to a positive HLEs to children with emerging literacy vary. Typical predictors of high quality HLE are seen through the number of children books in the home, the amount of library visits attended with the child, the
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