A Multilevel analysis of home and classroom literacy environments in relation to preschoolers‘ early literacy development

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2016
Altun, Dilek
This study aimed to investigate the characteristics of the preschool children‘s home and classroom literacy environments and to search for relationships between receptive and expressive vocabulary, phonological awareness and concepts about print development. The participants of study were 168 parents and their children attending five private preschools in Ankara. The two-wave data of the study was collected during the fall and spring semester of the 2014-2015 academic year. The findings of the study revealed that children have more oral language related home experiences than print related experiences. Similarly, children‘s classroom environment related to oral language sources had the highest average scores. In addition, print related resources, experiences and book corners of the classrooms had some limitations. The results of the Multiple Regression Analyses showed that children‘s home literacy environment and their mothers‘ education level were significant predictors for all the fall semester early literacy scores. Multilevel Linear Modeling was used to analyze the two level of data set. The results revealed that children‘s spring semester early literacy scores were significantly associated with their initial early literacy scores, mother‘s education level and the classroom literacy environment. However, home literacy environment was not significantly related to only spring semester concepts about print scores. In the present study, the children‘s home literacy environment was evaluated in the context of Turkish scholarly culture. The classroom literacy environments were also examined within the scope of early childhood education program. The results of this study revealed that both home and classroom literacy environment have contribution to children‘s early literacy development.
Citation Formats
D. Altun, “A Multilevel analysis of home and classroom literacy environments in relation to preschoolers‘ early literacy development,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.