A longitudinal study of children's early literacy experiences at home and later literacy development at home and school
J. Weinberger (1996), Journal of Research in Reading, vol. 19, no. 1.

Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. The findings underline the importance of home factors for children's literacy development; these need not be dependent on parents' level of education.

The literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3, and letter knowledge and parents reading to children at school entry age. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed.

The study recommends that teachers talk to parents about literacy occurring as part of everyday family activities at home; if teachers find that a child does not have a favourite book, for example, teachers could show parents the range of books available to young children and encourage the family to borrow books.