Measures and References: References: Home Learning Environment

Return to References: Home Learning Environment factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Early Childhood and Home Observations for Measurement of the Environment (HOME): A parent survey that measures the quality of a child's home environment.

References

Alcalá, L., Rogoff, B., & López Fraire, A. (2018). Sophisticated collaboration is common among Mexican-heritage US children. Proceedings of the National Academy of Sciences, 115(45), 11377-11384.

Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research quarterly, 27(2), 231-244.

Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.

Armfield, J. M., Ey, L. A., Zufferey, C., Gnanamanickam, E. S., & Segal, L. (2021). Educational strengths and functional resilience at the start of primary school following child maltreatment. Child Abuse & Neglect, 122, 105301.

Assel, M. A., Landry, S. H., Swank, P., Smith, K. E., & Steelman, L. M. (2003). Precursors to mathematical skills: Examining the roles of visual-spatial skills, executive processes, and parenting factors. Applied Developmental Science, 7(1), 27-38.

Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.

Barblett, L., Barratt-Pugh, C., Knaus, M., & Cooper, T. (2020). Supporting Aboriginal families' and children's developing sense of belonging at KindiLink. Australasian Journal of Early Childhood, 45(4), 309-321.

Berger, L., Pyers, J., Lieberman, A., & Caselli, N. (2023). Parent American Sign Language skills correlate with child–but not toddler–ASL vocabulary size. Language Acquisition, 1-15.

Bidgood, A., Taylor, G., Kolak, J., Bent, E. M., & Hickman, N. (2022). A balanced digital diet for under 5s: A commentary on Orben (2021). Infant and Child Development, 31(3), e2292.

Bouldin, E., Patel, S. R., Tey, C. S., White, M., Alfonso, K. P., & Govil, N. (2021). Bullying and children who are deaf or hard‐of‐hearing: A scoping review. The Laryngoscope, 131(8), 1884-1892.

Brannon, D. (2008). Character education: it's a joint responsibility: instilling positive character traits in children requires teachers, parents, and administrators to work together. Kappa Delta Pi Record, 44(2), 62-65.

Burgess, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70(2), 117-141.

Cameron-Faulkner, T., & Noble, C. (2013). A comparison of book text and child directed speech. First Language, 33(3), 268-279.

Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American Sign Language by 6 months of age. The Journal of Pediatrics, 232, 229-236.

Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12(2), 198-221.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Chen, D., & Dote-Kwan, J. (2018). Promoting emergent literacy skills in toddlers with visual impairments. Journal of Visual Impairment & Blindness, 112(5), 542-550.

Chen, J., & Liu, C. (2023). The longitudinal association between children's growth mindset in senior primary school and their parents' growth mindset. Frontiers in Psychology, 14, 1110944.

Claussen, A. H., Holbrook, J. R., Hutchins, H. J., Robinson, L. R., Bloomfield, J., Meng, L., ... & Kaminski, J. W. (2022). All in the family? A systematic review and meta-analysis of parenting and family environment as risk factors for attention-deficit/hyperactivity disorder (ADHD) in children. Prevention Science, 1-23.

Crain‐Thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent‐child interaction in three conversational contexts: Variations in style and strategy. New Directions for Child and Adolescent Development, 2001(92), 23-38.

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395-412.

DesJardin, J. L., & Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13(5), 28-44.

Einziger, T., Zilberman-Hayun, Y., Atzaba-Poria, N., Auerbach, J. G., & Berger, A. (2019). How important is early home environment in the prediction of attention-deficit hyperactivity disorder in adolescence? The protective role of early cognitive stimulation. Infant and Child Development, 28(5), 1–16.

Fearon, D. D., Copeland, D., & Saxon, T. F. (2013). The relationship between parenting styles and creativity in a sample of Jamaican children. Creativity Research Journal, 25(1), 119-128.

Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13-36.

Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59-88.

Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99-123.

Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1972-1995.

Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859.

Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367-395.

Hill, D., Ameenuddin, N., Reid Chassiakos, Y. L., Cross, C., Hutchinson, J., Levine, A., ... & Swanson, W. S. (2016). Media and young minds. Pediatrics, 138(5).

Humphries, T., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2022). Deaf Children Need Rich Language Input from the Start: Support in Advising Parents. Children, 9(11), 1609.

Javo, C., Rønning, J. A., & Heyerdahl, S. (2004). Child‐rearing in an indigenous Sami population in Norway: A cross‐cultural comparison of parental attitudes and expectations. Scandinavian Journal of Psychology, 45(1), 67-78.

Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32(1), 70.

Justice, L.M, & Ezell, H.K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology 11(1), 17–29.

Kaefer, T., Neuman, S. B., & Pinkham, A. M. (2015). Pre-existing background knowledge influences socioeconomic differences in preschoolers' word learning and comprehension. Reading Psychology, 36(3), 203-231.

Kamei-Hannan, C., & Sacks, S. Z. (2012). Parents' perspectives on braille literacy: Results from the ABC Braille Study. Journal of Visual Impairment & Blindness, 106(4), 212-223.

Kemple, K. M., & Nissenberg, S. A. (2000). Nurturing creativity in early childhood education: Families are part of it. Early Childhood Education Journal, 28(1), 67-71.

Kotler, J. A., Haider, T. Z., & Levine, M. H. (2019). Identity matters: Parents' and educators' perceptions of children's social identity development. Sesame Workshop.

Lansford, J. E., Zietz, S., Al-Hassan, S. M., Bacchini, D., Bornstein, M. H., Chang, L., ... & Alampay, L. P. (2021). Culture and social change in mothers' and fathers' individualism, collectivism and parenting attitudes. Social Sciences, 10(12), 459.

Lesane-Brown, C. L., Brown, T. N., Tanner-Smith, E. E., & Bruce, M. A. (2010). Negotiating boundaries and bonds: Frequency of young children's socialization to their ethnic/racial heritage. Journal of Cross-Cultural Psychology, 41(3), 457-464.

Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children's social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978.

Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2016). Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology, 13(4), 424-438.

Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N., & Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6, 527.

McAlister, A., & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development. Cognitive Development, 22(2), 258-270.

Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715-1726.

Milne, E. (2016). “I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario. Canadian Sociological Association/La Societ´ e Canadienne de Sociologie , 53(3), 270-289.

Mindell, J. A., & Williamson, A. A. (2018). Benefits of a bedtime routine in young children: Sleep, development, and beyond. Sleep Medicine Reviews, 40, 93-108.

Mindell, J. A., Li, A. M., Sadeh, A., Kwon, R., & Goh, D. Y. (2015). Bedtime routines for young children: a dose-dependent association with sleep outcomes. Sleep, 38(5), 717-722.

Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning. Psychological Science, 26(9), 1489-1496.

Muntoni, F., & Retelsdorf, J. (2019). At their children's expense: How parents' gender stereotypes affect their children's reading outcomes. Learning and Instruction, 60, 95-103.

Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147.

Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50.

Niklas, F., & Schneider, W. (2015). With a little help: Improving kindergarten children's vocabulary by enhancing the home literacy environment. Reading and Writing, 28(4), 491-508

Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19, 181-202.

Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391-413.

Oliver, R., & Purdie, N. (1998). The attitudes of bilingual children to their languages. Journal of Multilingual and Multicultural Development, 19(3), 199-211.

Oravecz, L. M., Koblinsky, S. A., & Randolph, S. M. (2008). Community violence, interpartner conflict, parenting, and social support as predictors of the social competence of African American preschool children. Journal of Black Psychology, 34(2), 192-216.

Orben, A. (2022). Digital diet: A 21st century approach to understanding digital technologies and development. Infant and Child Development, 31(1), e2228.

Paavonen, E. J., Roine, M., Pennonen, M., & Lahikainen, A. R. (2009). Do parental co‐viewing and discussions mitigate TV‐induced fears in young children?. Child: Care, Health and Development, 35(6), 773-780.

Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children's emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.

Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children's vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.

Ronderos, J., Castilla-Earls, A., & Marissa Ramos, G. (2022). Parental beliefs, language practices and language outcomes in Spanish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 25(7), 2586-2607.

Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory‐of‐mind understanding. Child Development, 73(3), 734-751.

Ryan, F. (2011). Kanyininpa (Holding): A way of nurturing children in Aboriginal Australia. Australian Social Work, 64(2), 183-197.

Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). The long-term role of the home learning environment in shaping students' academic attainment in secondary school. Journal of Children's Services, 10(3), 189-201.

Schmiedeler, S., Niklas, F., & Schneider, W. (2014). Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): findings from a longitudinal study. European Journal of Psychology of Education, 29, 467-482.

Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27-44.

Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta‐analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159-1174.

Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (7-11).

Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children's 5th grade academic skills. Applied Developmental Science, 23(2), 153-169.

Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144.

Valcan, D. S., Davis, H., & Pino-Pasternak, D. (2018). Parental behaviours predicting early childhood executive functions: A meta-analysis. Educational Psychology Review, 30, 607-649.

van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children's literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382.

Welk, G. J., Wood, K., & Morss, G. (2003). Parental influences on physical activity in children: An exploration of potential mechanisms. Pediatric Exercise Science, 15(1), 19-33.

Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679.

Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1), 1-15.