Investigating the Relationship between Home Literacy Environment (HLE) Activities and Emergent Literacy Skills Development

Authors

  • Kartika Nuswantara Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia https://orcid.org/0000-0003-1152-9834
  • Eka Dian Savitri Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia
  • Hermanto Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia
  • Ni Wayan Suarmini Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia
  • Gita Widi Bhawika Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

DOI:

https://doi.org/10.54855/ijte.22237

Keywords:

Emergent literacy skills; preschoolers, phonological awarenes, decoding skills.

Abstract

Early intervention is thought to be necessary to stimulate children's word knowledge. Children will be unable to encode and decode inputs on their own without adult assistance. As a result, interventions play a critical role in literacy development at all levels, especially during the emerging literacy phase, and parents are often the first to cast such interventions. The goal of this study is to identify the types of HLE Activities that parents regularly use, as well as the characteristics that contribute to the success of such activities in supporting the development of emerging literacy abilities in preschoolers. The current study surveyed 107 parents with preschoolers at home using a descriptive approach. The HLE activities in this study are limited to parent-child contact, phonological awareness, and decoding skills. The activities that parents most commonly carry out to promote the growth of emergent literacy skills are Phonic Awareness, which involves pointing out letters in isolation and words, and Decoding Skills, which involve introducing letters/words and their sound or pronunciation in songs or other fun ways. Then, in order to ensure the success of the implementation, parental education becomes a crucial aspect. Other issues, such as who raises preschoolers at home and infrastructure availability, become non-negotiable factors in determining the degree of HLE implementation. Overall, the study proposes that further research be done to help parents with less education and non-kinship caregivers practice HLE to help preschoolers develop their emergent reading abilities.

Author Biographies

  • Kartika Nuswantara, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

    Kartika Nuswantara has been working for the Department of Development Studies, Institut Teknologi Sepuluh Nopember in Surabaya, Indonesia for more than 2 decades. Currently, she is appointed to head the Social Humaniora Laboratory. Her main research interests fall upon some research areas including literacy, culture assimilations, Indonesia language teaching for foreign speakers, and TESOL.

  • Eka Dian Savitri, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

    Eka Dian Savitri is a lecturer at the Department of Development Studies, Sepuluh Nopember Institute of Technology, Surabaya, Indonesia. The subjects that she teaches are Indonesian and interpersonal communication. Her research interests are in literacy, discourse analysis, sociolinguistics, and interpersonal communication.

  • Hermanto, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

    Hermanto is a senior English lecturer in Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia. He teaches English for Academic Purposes, General English, and Bahasa Indonesia or Indonesian for Foreign Speakers. His interest other than teaching is research in the areas of language teaching, literacy, and socio-humanity. The author can be contacted through email: hermantoaku@gmail.com

  • Ni Wayan Suarmini, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

    Ni Wayan Suarmini is a lecturer at the Department of Development Studies, Institut Teknologi Sepuluh, Surabaya, Indonesia. She is interested to investigate the issues of state resilience and literacy for community. Her current research interest is on the basic literacy development as pillar to establish national resilience. Her email address is Wayan@mku.its.ac.id

  • Gita Widi Bhawika, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia

    Gita Widi Bhawika is a lecturer at the Institut Teknologi Sepuluh Nopember (ITS). She pursues research in the field of Technology Management. Her interest in this field has led her to engage in community service to increase the capacity of digital-technology literacy (website) and technology-based financial literacy (crowdsourcing, crowdfunding, e-money, and e-payment). She can be contacted through email gita@mmt.its.ac.id

References

Girard, L. C., & Girolametto, L. (2013). Investigating the relationship between social behaviors and phonological awareness in preschool children. Journal of Applied Developmental Psychology, 34(3), 123–130. https://doi.org/10.1016/j.appdev.2013.01.002

Gonzalez, J. E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., Darensbourg, A., & Haynes, R. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475–483. https://doi.org/10.1016/j.ecresq.2010.12.001

Goodrich, J. M., Lonigan, C. J., Phillips, B. M., Farver, J. A. M., & Wilson, K. D. (2021). Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners. Early Childhood Research Quarterly, 57, 27–39. https://doi.org/10.1016/j.ecresq.2021.05.002

Guevara, J. P., Erkoboni, D., Gerdes, M., Winston, S., Sands, D., Rogers, K., Haecker, T., Jimenez, M. E., & Mendelsohn, A. L. (2020). Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial. Journal of Pediatrics: X, 2. https://doi.org/10.1016/j.ympdx.2020.100020

Hume, L. E., Allan, D. M., & Lonigan, C. J. (2016). Links between preschoolers’ literacy interest, inattention, and emergent literacy skills. Learning and Individual Differences, 47, 88–95. https://doi.org/10.1016/j.lindif.2015.12.006

Jennings, D., Hanline, M. F., & Woods, J. (2012). Using Routines-Based Interventions in Early Childhood Special Education. Dimensions of Early Childhood, 40(2), 13–23.

Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001

Liu, C., & Hoa Chung, K. K. (2022). Effects of fathers' and mothers' expectations and home literacy involvement on their children's cognitive-linguistic skills, vocabulary, and word reading. Early Childhood Research Quarterly, 60, 1–12. https://doi.org/10.1016/j.ecresq.2021.12.009

Lyakso, E. E., Frolova, O. v., & Grigorev, A. S. (2014). Infant Vocalizations at the First Year of Life Predict Speech Development at 2 - 7 Years: Longitudinal Study. Psychology, 05(12), 1433–1445. https://doi.org/10.4236/psych.2014.512154

Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21(4), 496–505. https://doi.org/10.1016/j.learninstruc.2010.06.005

Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004

Pham, U. M. N. (2021). The Effects of Reading Habits on Reading Comprehension among EFL Students at Van Lang University. International Journal of TESOL & Education, 1(2), 15–44. Retrieved from https://i-jte.org/index.php/journal/article/view/19

Myrtil, M. J., Justice, L. M., & Jiang, H. (2019). Home-literacy environment of low-income rural families: Association with child- and caregiver-level characteristics. Journal of Applied Developmental Psychology, 60, 1–10. https://doi.org/10.1016/j.appdev.2018.10.002

Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581–603. https://doi.org/10.1016/j.jecp.2017.10.002

Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. https://doi.org/10.1016/j.ecresq.2015.01.006

Niklas, F., & Schneider, W. (2013). Home Literacy Environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001

Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based childcare quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28(1), 94–101. https://doi.org/10.1016/j.ecresq.2012.07.001

Puranik, C. S., Lonigan, C. J., & Kim, Y. S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465–474. https://doi.org/10.1016/j.ecresq.2011.03.002

Quach, J., Sarkadi, A., Napiza, N., Wake, M., Loughman, A., & Goldfeld, S. (2018). Do Fathers’ Home Reading Practices at Age 2 Predict Child Language and Literacy at Age 4?

Rvachew, S., Rees, K., Carolan, E., & Nadig, A. (2017). Improving emergent literacy with school-based shared reading: Paper versus ebooks. International Journal of Child-Computer Interaction, 12, 24–29. https://doi.org/10.1016/j.ijcci.2017.01.002

Shen, Y., & del Tufo, S. N. (2022). Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy. Early Childhood Research Quarterly, 59, 254–264. https://doi.org/10.1016/j.ecresq.2021.12.003

Tong, F., Zhang, H., Zhen, F., Irby, B. J., & Lara-Alecio, R. (2021). Supporting home literacy practices in promoting Chinese parents’ engagement in their children’s English education in low-SES families: An experimental study. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101816

Vandell, D. L., Lee, K. T. H., Whitaker, A. A., & Pierce, K. M. (2020). Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning. Child Development, 91(1), 129–144. https://doi.org/10.1111/cdev.13136

Vuong, Q. H., La, V. P., Nguyen, T. H. T., Nguyen, M. H., Vuong, T. T., Vuong, H. M., & Ho, M. T. (2021). Impacts of parents and reading promotion on creating a reading culture: Evidence from a developing context. Children and Youth Services Review, 131. https://doi.org/10.1016/j.childyouth.2021.106311

White, J. (2021). The Opinions and Perceptions of K1-3 Parents in Relation to BYOD Implementation in Japanese Kindergartens. International Journal of TESOL & Education, 2(1), 1–22. https://doi.org/10.54855/ijte2202011

Yeomans-Maldonado, G., & Mesa, C. (2021). The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. Early Childhood Research Quarterly, 57, 271–284. https://doi.org/10.1016/j.ecresq.2021.07.001

Downloads

Published

17-06-2022

How to Cite

Nuswantara, K., Savitri, E. D., Hermanto, H., Suarmini, N. W., & Bhawika, G. W. (2022). Investigating the Relationship between Home Literacy Environment (HLE) Activities and Emergent Literacy Skills Development. International Journal of TESOL & Education, 2(3), 96-113. https://doi.org/10.54855/ijte.22237

Similar Articles

1-10 of 70

You may also start an advanced similarity search for this article.