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      Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school

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          Abstract

          We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents’ needs for early literacy support by teachers, parents’ expectations for children’s reading skills, parents’ worry about children’s homework, and mother’s education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents’ worry was negatively associated with children’s reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents’ expectations were positively associated with children’s reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children’s reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.

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          Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses.

          G*Power is a free power analysis program for a variety of statistical tests. We present extensions and improvements of the version introduced by Faul, Erdfelder, Lang, and Buchner (2007) in the domain of correlation and regression analyses. In the new version, we have added procedures to analyze the power of tests based on (1) single-sample tetrachoric correlations, (2) comparisons of dependent correlations, (3) bivariate linear regression, (4) multiple linear regression based on the random predictor model, (5) logistic regression, and (6) Poisson regression. We describe these new features and provide a brief introduction to their scope and handling.
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            Using Multivariate Statistics

            A Practical Approach to using Multivariate Analyses Using Multivariate Statistics , 6th edition provides advanced undergraduate as well as graduate students with a timely and comprehensive introduction to today's most commonly encountered statistical and multivariate techniques, while assuming only a limited knowledge of higher-level mathematics. This text's practical approach focuses on the benefits and limitations of applications of a technique to a data set - when, why, and how to do it. Learning Goals Upon completing this book, readers should be able to: Learn to conduct numerous types of multivariate statistical analyses Find the best technique to use Understand Limitations to applications Learn how to use SPSS and SAS syntax and output
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              Parent styles associated with children's self-regulation and competence in school.

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                26 April 2023
                2023
                : 14
                : 1052216
                Affiliations
                [1] 1Okayama University , Okayama, Japan
                [2] 2The Chinese University of Hong Kong , Hong Kong SAR, China
                Author notes

                Edited by: Jie Wang, The Education University of Hong Kong, Hong Kong SAR, China

                Reviewed by: Jurgen Tijms, University of Amsterdam, Netherlands; Zeinab Azizi, University of Ayatollah Borujerdi, Iran

                *Correspondence: Takayuki Tanji, tanji@ 123456okayama-u.ac.jp

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2023.1052216
                10169598
                e2fe6e83-4eb1-4949-b702-db2352853506
                Copyright © 2023 Tanji and Inoue.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 23 September 2022
                : 13 March 2023
                Page count
                Figures: 0, Tables: 5, Equations: 0, References: 53, Pages: 13, Words: 10691
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                home literacy environment,early literacy skills,japanese hiragana and kanji,parent expectation,parent affect

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