"Exposure to Different Types of Literature at Home and How it May Affect Children’s Literacy"
Presenter: Bianca Soto Alarcon, Poster Presentation
Research Title: Exposure to Different Types of Literature at Home and How it May Affect Children’s Literacy
Faculty Advisor: Carol Connor
Mentor: Elham Zargar
This study examines how children’s book preference and the number of books owned at home are related to children’s reading comprehension and vocabulary. Our 161 participants were from kindergarten–3rd-grade classrooms at two Arizona schools. Parent surveys collected students’ home accessibility to reading materials and preference for different types of books. Students’ reading comprehension and vocabulary were assessed using Woodcock-Johnson Passage Comprehension and Picture Vocabulary (K– 1st) or Gates-MacGinitie Reading Comprehension and Vocabulary Knowledge subsets (2nd–3rd). The results revealed that for kindergarten–1st grade students, those who owned more than 30 books had significantly higher vocabulary knowledge scores, compared to those who owned less than 30 books, on average. This may suggest that for younger students, home accessibility to more books may support their vocabulary knowledge development. For students in kindergarten and 1st grade, reading comprehension was positively correlated with a preference for chapter books, and negatively correlated with picture books. For students in 2nd and 3rd grade, both vocabulary knowledge and reading comprehension were positively correlated with a preference for chapter books. This may suggest that children with stronger reading skills prefer chapter books and that they are important for reading comprehension in K–3rd grade, while for those in 2nd–3rd grade a preference for chapter books may also support increasing vocabulary knowledge. Moreover, results may suggest that for younger students (K–1st), picture books may not be as effective for the development of reading comprehension. This study could have future
implications for those creating a more enriching environment for children’s literacy
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