The Effects of Home Literacy Environment on Children’s Reading Comprehension Development : A Meta-analysis

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

5 Scopus Citations
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Author(s)

  • Yang Dong
  • Wei-Yang Dong
  • Sammy Xiao-Ying Wu
  • Yi Tang

Detail(s)

Original languageEnglish
Pages (from-to)63-82
Journal / PublicationEducational Sciences: Theory and Practice
Volume20
Issue number2
Online published23 Apr 2020
Publication statusPublished - 2020

Abstract

A rich home literacy environment (HLE) fosters students’ academic achievement. However, the link between HLE and children’s reading comprehension is unclear. This study examined the effects of HLE factors on children’s reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children’s reading comprehension was moderate (z = .32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children’s reading comprehension. Third, parents’ involvement and literacy expectations of children had a significantly higher correlation with children’s reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement.

Research Area(s)

  • Home literacy environment, Meta-analysis, Reading comprehension