This book provides a comprehensive and up-to-date overview of the literature on home literacy environment and its association with literacy skills in different languages and contexts. Home literacy environment (HLE), an umbrella term that encompasses various activities parents engage in with their children, has been studied extensively by psychologists, linguists, behavioral geneticists, and educators. However, no systematic effort has been put into synthesizing this growing body of research in a coherent manner, making it difficult for researchers and various stakeholders to understand the key points of past research while keeping up with the latest research findings.

To address this need, the first part of the book provides an overview of the current literature on conceptualizations of HLE, covering prominent theoretical models, the measurement of HLE, the potential extension and generalizability of models across contexts, the intersections between home learning environment in literacy, numeracy, and other domains, and the genetic and environmental etiology of literacy development. The second section of the book hosts a wide variety of studies from all over the world, conducted in English-speaking countries (UK, U.S., Canada), Finland, Greece, Turkey, China, Japan, the Philippines and other Southeast Asian countries, and Chile and other Latin American and Caribbean countries, while it includes chapters with both typically-developing children and children at familial risk of dyslexia. The third section of this book offers a comprehensive collection of chapters on intervention studies examining the role of family literacy programs, dialogic reading, and onscreen digital access.

Together, the 22 chapters of this book elucidate the complex nature of HLE and provide future research directions and instructional recommendations on how parents and policymakers can improve home literacy practices around the world. As such, this book is valuable for researchers, educators, and other professionals, and the readership ranges from graduate students and scholars to parents and policymakers.

Autorentext

George K. Georgiou, is a full professor in the Department of Educational Psychology at the University of Alberta and the Director of the J.P. Das Centre on Learning and Developmental Disabilities. His research focuses on the cognitive and environmental factors affecting children's literacy acquisition across languages and contexts. He has published more than 150 papers on this topic including more than 30 on home literacy environment in languages such as English, Chinese, Greek, Finnish, and Japanese. Prof. Georgiou is currently the Associate Editor of the Reading and Writing journal.

Tomohiro Inoue is an Assistant Professor in the Department of Psychology at the Chinese University of Hong Kong. His research focuses on (a) cognitive and sociocultural correlates of literacy development across languages and cultures, (b) risk and protective factors for reading difficulties and dyslexia, and (c) reading instruction and interventions. He is currently an Associate Editor of the Reading and Writing journal.