Does the Home Literacy Environment Matter? Reading Achievement of Immigrant and Dual Language Students in Canada

• In Event: Home Literacy Environment Matters

Abstract

In this study, I conducted a descriptive analysis of the data from the Canadian sample of 2016 PIRLS to investigate the association between home literacy environments and reading achievement. Results indicate that immigrants and those whose home language was different than the exam—a proxy for dual-language learning status—scored higher than Canadian-born students and those whose home language was the same. This is despite the fact both subgroups reported having parents who engaged less frequently in home literacy activities. Of the nine literacy activities investigated, the strongest association was between parent-child shared reading activities and test scores. There was also a positive association between the frequency of parental reading for fun, highest level of parental education, and test scores.

Authors

• Lindsey A. Brown, Arizona State University
  Presenting Author

• Margarita Pivovarova, Arizona State University
  Non-Presenting Author