Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

Bonnie Wing Yin Chow*, Connie Suk Han Ho, Simpson W L WONG, Mary M.Y. Waye, Mo Zheng

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

Abstract

This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading-related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent-reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading-related cognitive skills.

Original languageEnglish
Pages (from-to)519-529
Number of pages11
JournalScandinavian Journal of Psychology
Volume58
Issue number6
DOIs
Publication statusPublished - Dec 2017

Scopus Subject Areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Psychology(all)

User-Defined Keywords

  • family socioeconomic status
  • home literacy environment
  • Language and reading skills
  • reading-related cognitive skills
  • twin study

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