Subjects: Psychology >> Educational Psychology submitted time 2021-11-13
Abstract： A large body of studies have shown that home literacy environment (HLE) can significantly promote children’s receptive vocabulary development. However, the blurry operationalization of HLE’s construct and the inconsistency of effect sizes (ESs) in recent studies have made it difficult to understand what really works for children’s receptive vocabulary development at home. This meta-analysis systematically reviewed empirical studies published from 1990 to 2021 to clarify HLE constructs, investigate the main effects, and explore potential moderators. A comprehensive search of peer-reviewed published research resulted in 84 articles. Results of random effects model indicated a significant, moderate relation between HLE and children’s receptive vocabulary development, r=0.31, p<0.01. Moderator analysis showed that the ESs of HLE decreased significantly across time periods, while those the frequency of shared reading were stable during past 30 years. The ESs of HLE obtained by questionnaires and the Home Observation for Measurement of the Environment did not lead to significant differences, while those of the frequency of shared reading obtained by Children’s Title Checklist were significantly higher than those obtained by questionnaires. No moderating effects of cultural backgrounds or child’s age were detected. Findings suggest that there is a need to refine the conceptual framework and measurement methods of HLE, especially paying more attention to social-economic and cultural influences.
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