Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders
This study was designed to examine the role of early bilingual home literacy experiences (HLE) (including parent–child shared reading, parents’ direct teaching in Chinese and English, the availability of books in both languages, and children’s access to digital devices for bilingual learning) in the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/8/808 |
| _version_ | 1797585013507620864 |
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| author | Guofang Li Fubiao Zhen Zhen Lin Lee Gunderson |
| author_facet | Guofang Li Fubiao Zhen Zhen Lin Lee Gunderson |
| author_sort | Guofang Li |
| collection | DOAJ |
| description | This study was designed to examine the role of early bilingual home literacy experiences (HLE) (including parent–child shared reading, parents’ direct teaching in Chinese and English, the availability of books in both languages, and children’s access to digital devices for bilingual learning) in the biliteracy development of 66 Chinese–Canadian first graders during the COVID-19 pandemic. Descriptive analyses reveal that overall, parents report higher engagement in English than in Chinese across the four HLE measures. Parent’s engagement in bilingual HLE differs by gender, SES, and immigration status. Pearson correlational analyses of English reading, decoding, and bilingual oral receptive vocabulary reveal that the four dimensions of HLE are not strongly related to English early literacy skills but are positively related to Chinese receptive vocabulary. Finally, hierarchical regression analyses indicate that the availability of books in Chinese and parent–child shared reading in Chinese are key factors associated with Chinese receptive vocabulary score variance; the amount of time using digital devices is found to be significantly related to English reading comprehension, but not Chinese vocabulary; and parents’ direct teaching is not significant with either English early literacy skills or Chinese receptive vocabulary. These findings have important implications for parental engagement in early bilingual home literacy activities and early literacy instruction in school. |
| first_indexed | 2024-03-10T23:59:44Z |
| format | Article |
| id | doaj.art-e9c2a6ae5aa940d5bc31f39716d5f82c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T23:59:44Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e9c2a6ae5aa940d5bc31f39716d5f82c2023-11-19T00:51:47ZengMDPI AGEducation Sciences2227-71022023-08-0113880810.3390/educsci13080808Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First GradersGuofang Li0Fubiao Zhen1Zhen Lin2Lee Gunderson3Department of Language & Literacy Education, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaDepartment of Language & Literacy Education, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaDepartment of Language & Literacy Education, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaDepartment of Language & Literacy Education, University of British Columbia, Vancouver, BC V6T 1Z2, CanadaThis study was designed to examine the role of early bilingual home literacy experiences (HLE) (including parent–child shared reading, parents’ direct teaching in Chinese and English, the availability of books in both languages, and children’s access to digital devices for bilingual learning) in the biliteracy development of 66 Chinese–Canadian first graders during the COVID-19 pandemic. Descriptive analyses reveal that overall, parents report higher engagement in English than in Chinese across the four HLE measures. Parent’s engagement in bilingual HLE differs by gender, SES, and immigration status. Pearson correlational analyses of English reading, decoding, and bilingual oral receptive vocabulary reveal that the four dimensions of HLE are not strongly related to English early literacy skills but are positively related to Chinese receptive vocabulary. Finally, hierarchical regression analyses indicate that the availability of books in Chinese and parent–child shared reading in Chinese are key factors associated with Chinese receptive vocabulary score variance; the amount of time using digital devices is found to be significantly related to English reading comprehension, but not Chinese vocabulary; and parents’ direct teaching is not significant with either English early literacy skills or Chinese receptive vocabulary. These findings have important implications for parental engagement in early bilingual home literacy activities and early literacy instruction in school.https://www.mdpi.com/2227-7102/13/8/808home literacy experiencesbilingual childrenreading comprehensiondecodingreceptive vocabulary |
| spellingShingle | Guofang Li Fubiao Zhen Zhen Lin Lee Gunderson Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders Education Sciences home literacy experiences bilingual children reading comprehension decoding receptive vocabulary |
| title | Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders |
| title_full | Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders |
| title_fullStr | Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders |
| title_full_unstemmed | Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders |
| title_short | Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders |
| title_sort | bilingual home literacy experiences and early biliteracy development among chinese canadian first graders |
| topic | home literacy experiences bilingual children reading comprehension decoding receptive vocabulary |
| url | https://www.mdpi.com/2227-7102/13/8/808 |
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