The role of family risk and the home learning environment on reading and mathematical development across grades 1-9

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Developmental Disabilities

Abstract

This study aims to gain new insights into the etiology of the comorbidity of reading and mathematical difficulties. To this end, the study examines the effects of FR for mathematical and reading difficulties together with the effects of the home literacy and numeracy environment (HLE and HNE) on children’s (aged 7–16 years) reading and mathematical skills from a long-term developmental perspective. To our knowledge, this is the first study with such an objective. Evidence from previous studies is scant because most of the studies on HLE and HNE were cross-sectional and/or small-scale and focused on early development. In contrast, the present study is a large-scale longitudinal study spanning across the compulsory education until adolescence.

This study is a part of a large-scale longitudinal study where Finnish children (n = 2525) were followed from kindergarten to Grade 9. Trained specialists administered both individual and group tests in suitable rooms in each school. Tests for reading fluency, reading comprehension, and mathematics were administered to children in Grades 1, 2, 3, 4, 7, and 9. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten.

The key finding from this study is that FR for both reading and mathematical difficulties had direct effects on children’s skills – the difference between groups with and without FR became apparent in the early grades and remained stable till the last time point of assessment in Grade 9. More specifically, both mothers’ and fathers’ mathematical difficulties predicted both mathematical and reading comprehension difficulties in children, whereas FR for reading difficulties was predictive of children’s reading fluency difficulties only. However, there were no indirect effects of FR via the home environment. Moreover, familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. Another important finding is that shared reading was the only component of the home environment that predicted faster development of children’s skills: more specifically, the reading comprehension in Grades 3 and 4. At the same time, more educated mothers and fathers spent more time reading with their children, whereas mothers with lower levels of education were more likely to focus on at-home teaching. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.

Authors

• Daria Khanolainen, University of Jyväskylä
  Presenting Author

• Maria Psyridou, University of Jyväskylä
  Non-Presenting Author

• Gintautas Silinskas
  Non-Presenting Author

• Marja-Kristiina Lerkkanen, Jyväskylä University
  Non-Presenting Author

• Pekka Niemi, University of Turku
  Non-Presenting Author

• Anna-Maija Poikkeus, University of Jyväskylä
  Non-Presenting Author

• Minna Torppa, University of Jyväskylä
  Non-Presenting Author