Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment

References

• Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent–child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research Quarterly, 28(1), 111–122. https://doi.org/10.1016/j.ecresq.2012.03.005
   Web of Science ®Google Scholar
• Attig, M., & Weinert, S. (2020). What impacts early language skills? Effects of social disparities and different process characteristics of the home learning environment in the first 2 years. Frontiers in Psychology, 11, 557751. https://doi.org/10.3389/fpsyg.2020.557751
   PubMed Web of Science ®Google Scholar
• Bagley, E. J., Kelly, R. J., Buckhalt, J. A., & El-Sheikh, M. (2015). What keeps low-SES children from sleeping well: The role of presleep worries and sleep environment. Sleep Medicine, 16(4), 496–502. https://doi.org/10.1016/j.sleep.2014.10.008
   PubMed Web of Science ®Google Scholar
• Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr (Ed.), Handbook of reading research (pp. 789–814). Lawrence Erlbaum.
   Google Scholar
• Becker, B. (2014). How often do you play with your child? The influence of parents’ cultural capital on the frequency of familial activities from age three to six. European Early Childhood Education Research Journal, 22(1), 4–13. https://doi.org/10.1080/1350293X.2013.865355
   Web of Science ®Google Scholar
• Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children’s oral language skills. Infant and Child Development, 26(5), e2020. https://doi.org/10.1002/icd.2020
   Web of Science ®Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
   Google Scholar
• Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. University of Chicago Press.
   Google Scholar
• Bradley, R. H. (2006). The home environment. In N. F. Watt, C. E. Ayoub, R. H. Bradley, J. E. Puma, & W. A. LeBoeuf (Eds.), The crisis in youth mental health: Critical issues and effective programs (Vol. 4, pp. 89–120). Praeger.
   Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
   Google Scholar
• Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading−related abilities: A one−year longitudinal study. Reading Research Quarterly, 37(4), 408–426. https://doi.org/10.1598/RRQ.37.4.4
   Web of Science ®Google Scholar
• Burris, P. W., Phillips, B. M., & Lonigan, C. J. (2019). Examining the relations of the home literacy environments of families of low SES with children’s early literacy skills. Journal of Education for Students Placed at Risk (JESPAR), 24(2), 154–173. https://doi.org/10.1080/10824669.2019.1602473
   PubMed Web of Science ®Google Scholar
• Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
   Web of Science ®Google Scholar
• Butler, Y. G. (2013). Parental factors and early English education as a foreign language: A case study in Mainland China. Research Papers in Education, 29(4), 410–437. https://doi.org/10.1080/02671522.2013.776625
   Web of Science ®Google Scholar
• Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150–161. https://doi.org/10.1111/1467-9817.12255
   Web of Science ®Google Scholar
• Cassady, J. C., Smith, L. L., & Putman, S. M. (2008). Phonological awareness development as a discrete process: Evidence for an integrative model. Reading Psychology, 29(6), 508–533. https://doi.org/10.1080/02702710802271966
   Google Scholar
• Census and Statistics Department. (2021). Hong Kong Poverty Situation Report 2020. https://www.censtatd.gov.hk/en/scode461.html
   Google Scholar
• Chan, L. L., & Sylva, K. (2015). Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research. Journal of Early Childhood Literacy, 15(1), 3–36. https://doi.org/10.1177/1468798414522824
   Web of Science ®Google Scholar
• Cheung, A. K. L., & Lui, L. (2021). Does live-in domestic help reduce unpaid household labor? The paradox of intensive parenting and domestic outsourcing. Current Sociology. Advance online publication. https://doi.org/10.1177/00113921211012744
   PubMed Web of Science ®Google Scholar
• Cheung, H., & Ng, L. (2003). Chinese reading development in some major Chinese societies: An introduction. In C. McBride Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 3–17). Praeger Press.
   Google Scholar
• Chiu, C. Y., & Lau, E. Y. H. (2018). Extracurricular participation and young children’s outcomes in Hong Kong: Maternal involvement as a moderator. Children and Youth Services Review, 88, 476–485. https://doi.org/10.1016/j.childyouth.2018.03.051
   Web of Science ®Google Scholar
• Chiu, M. M., & McBride Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331–362. https://doi.org/10.1207/s1532799xssr1004_1
   Web of Science ®Google Scholar
• Chow, B. W. Y., McBride−chang, C., & Cheung, H. (2010). Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
   Web of Science ®Google Scholar
• Chung, K. K., Liu, H., McBride, C., Wong, A. M. Y., & Lo, J. C. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology, 37(4), 402–420. https://doi.org/10.1080/01443410.2016.1179264
   Web of Science ®Google Scholar
• Coleman, J. S. (1988). Social capital in the creation of human–capital. The American Journal of Sociology, 94, S95–120. https://doi.org/10.1086/228943
   Web of Science ®Google Scholar
• Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education & Development, 23(3), 351–372. https://doi.org/10.1080/10409289.2010.527581
   Web of Science ®Google Scholar
• Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 19(1), 161–187. https://doi.org/10.1080/10409280701839296
   Web of Science ®Google Scholar
• Curriculum Development Council. (2017). Kindergarten education curriculum guide. Government Printer. https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/preprimary/curr-doc.html
   Google Scholar
• Daneri, M. P., Blair, C., Kuhn, L. J., Key Investigators, F. L. P., Vernon−Feagans, L., Greenberg, M., Mills−koonce, R. (2019). Maternal language and child vocabulary mediate relations between socioeconomic status and executive function during early childhood. Child Development, 90(6), 2001–2018. https://doi.org/10.1111/cdev.13065
   PubMed Web of Science ®Google Scholar
• Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. https://doi.org/10.1007/s11145-010-9233-3
   PubMed Web of Science ®Google Scholar
• Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653. https://doi.org/10.1037/0022-0663.98.4.653
   Web of Science ®Google Scholar
• Devenish, B., Hooley, M., & Mellor, D. (2017). The pathways between socioeconomic status and adolescent outcomes: A systematic review. American Journal of Community Psychology, 59(1–2), 219–238. https://doi.org/10.1002/ajcp.12115
   PubMed Web of Science ®Google Scholar
• Dexter, C. A., & Stacks, A. M. (2014). A preliminary investigation of the relationship between parenting, parent-child shared reading practices, and child development in low-income families. Journal of Research in Childhood Education, 28(3), 394–410. https://doi.org/10.1080/02568543.2014.913278
   Google Scholar
• Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478. https://doi.org/10.1016/j.ecresq.2008.05.002
   Web of Science ®Google Scholar
• Dixon, L. Q., & Wu, S. (2014). Home language and literacy practices among immigrant second-language learners. Language Teaching, 47(4), 414–449. https://doi.org/10.1017/S0261444814000160
   Web of Science ®Google Scholar
• Dulay, K. M., Tong, X., & McBride, C. (2017). The role of foreign domestic helpers in Hong Kong Chinese children’s English and Chinese skills: A longitudinal study. Language Learning, 67(2), 321–347. https://doi.org/10.1111/lang.12222
   Web of Science ®Google Scholar
• Dunn, D. M., & Dunn, L. M. (2007). Peabody Picture Vocabulary Test: Fourth Edition (PPVTTM4). Pearson
   Google Scholar
• Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287.
   Web of Science ®Google Scholar
• Evans, M. A., & Shaw, D. (2008). Home grown for reading: Parental contributions to young children’s emergent literacy and word recognition. Canadian Psychology/Psychologie Canadienne, 49(2), 89. https://doi.org/10.1037/0708-5591.49.2.89
   Web of Science ®Google Scholar
• Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 54(2), 65. https://doi.org/10.1037/h0087330
   PubMed Web of Science ®Google Scholar
• Evans, S. (2010). Language in transitional Hong Kong: Perspectives from the public and private sectors. Journal of Multilingual and Multicultural Development, 31(4), 347–363. https://doi.org/10.1080/01434632.2010.497218
   Web of Science ®Google Scholar
• Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and latino head start children’s emergent literacy skills. Developmental Psychology, 49(4), 775–791. https://doi.org/10.1037/a0028766
   PubMed Web of Science ®Google Scholar
• Forey, G., Besser, S., & Sampson, N. (2015). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3), 383–413. https://doi.org/10.1177/1468798415597469
   Web of Science ®Google Scholar
• Forget−Dubois, N., Dionne, G., Lemelin, J. P., Pérusse, D., Tremblay, R. E., & Boivin, M. (2009). Early child language mediates the relation between home environment and school readiness. Child Development, 80(3), 736–749. https://doi.org/10.1111/j.1467-8624.2009.01294.x
   PubMed Web of Science ®Google Scholar
• Georgiou, G. K., Inoue, T., & Parrila, R. (2021). Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3−year longitudinal study. Child Development, 92(5), 2053–2068. https://doi.org/10.1111/cdev.13589
   PubMed Web of Science ®Google Scholar
• Golberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29(1), 41–65. https://doi.org/10.1017/S014271640808003X
   Web of Science ®Google Scholar
• Gonzalez, J. E., Acosta, S., Davis, H., Pollard Durodola, S., Saenz, L., Soares, D., Resendez, N., & Zhu, L. (2016). Latino maternal literacy beliefs and practices mediating socioeconomic status and maternal education effects in predicting child receptive vocabulary. Early Education and Development, 28(1), 78–95. https://doi.org/10.1080/10409289.2016.1185885
   Web of Science ®Google Scholar
• Goodrich, J. M., Lonigan, C. J., Phillips, B. M., Farver, J. M., & Wilson, K. D. (2021). Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners. Early Childhood Research Quarterly, 57(4), 27–39. https://doi.org/10.1016/j.ecresq.2021.05.002
   PubMedGoogle Scholar
• Grolig, L. (2020). Shared storybook reading and oral language development: A bioecological perspective. Frontiers in Psychology, 11, 1818. https://doi.org/10.3389/fpsyg.2020.01818
   PubMed Web of Science ®Google Scholar
• Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C., & Snowling, M. J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
   Google Scholar
• Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors at home and school and associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330–350. https://doi.org/10.1016/j.ecresq.2008.01.005
   Web of Science ®Google Scholar
• Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the early childhood longitudinal study-Birth cohort. Reading and Writing, 27(2), 287–313. https://doi.org/10.1007/s11145-013-9445-4
   Web of Science ®Google Scholar
• Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378. https://doi.org/10.1037/a0027238
   PubMed Web of Science ®Google Scholar
• Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88. https://doi.org/10.1016/j.dr.2005.11.002
   Web of Science ®Google Scholar
• Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. https://doi.org/10.1037/0022-0663.100.2.252
   Web of Science ®Google Scholar
• Immigration Department. (2022). Statistics on the number of foreign domestic helpers in Hong Hong. https://data.gov.hk/en-data/dataset/hk-immd-set4-statistics-fdh
   Google Scholar
• Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663
   Web of Science ®Google Scholar
• Inoue, T., Manolitsis, G., de Jong, P. F., Landerl, K., Parrila, R., & Georgiou, G. K. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11, 1923. https://doi.org/10.3389/fpsyg.2020.01923
   PubMed Web of Science ®Google Scholar
• International Labour Organization. (2008). ISCO International Standard Classification of Occupations. http://www.ilo.org/public/english/bureau/stat/isco/isco08/index.htm
   Google Scholar
• Ip, P., Rao, N., Bacon-Shone, J., Li, S. L., Ho, F. K. W., Chow, C. B., & Jiang, F. (2016). Socioeconomic gradients in school readiness of Chinese preschool children: The mediating role of family processes and kindergarten quality. Early Childhood Research Quarterly, 35(2), 111–123. https://doi.org/10.1016/j.ecresq.2015.10.005
   Google Scholar
• Johnson, A. D., Martin, A., Brooks-Gunn, J., & Petrill, S. A. (2008). Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children’s early reading. Merrill-Palmer Quarterly, 54(4) 445. (Wayne State University Press) https://doi.org/10.1353/mpq.0.0009
   Web of Science ®Google Scholar
• Kalia, V., & Reese, E. (2009). Relations between Indian children’s home literacy environment and their English oral language and literacy skills. Scientific Studies Reading, 13(2), 122–145. https://doi.org/10.1080/10888430902769517
   Web of Science ®Google Scholar
• Kim, Y. S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children. Reading and Writing, 22(1), 57–84. https://doi.org/10.1007/s11145-007-9103-9
   Web of Science ®Google Scholar
• King, L. S., Dennis, E. L., Humphreys, K. L., Thompson, P. M., & Gotlib, I. H. (2020). Cross-sectional and longitudinal associations of family income-to-needs ratio with cortical and subcortical brain volume in adolescent boys and girls. Developmental Cognitive Neuroscience, 44, 100796. https://doi.org/10.1016/j.dcn.2020.100796
   PubMed Web of Science ®Google Scholar
• Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
   Google Scholar
• Korat, O., Klein, P., & Segal-Drori, O. (2007). Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
   Web of Science ®Google Scholar
• Lau, C. (2020). English language education in Hong Kong: a review of policy and practice. Current Issues in Language Planning, 21(5), 457–474. https://doi.org/10.1080/14664208.2020.1741239
   Web of Science ®Google Scholar
• Lau, C., & Rao, N. (2013). English vocabulary instruction in six early childhood classrooms in Hong Kong. Early Child Development and Care, 183(10), 1363–1380. https://doi.org/10.1080/03004430.2013.788815
   Google Scholar
• Lau, C., & Rao, N. (2018). Early childhood education in Hong Kong. In Handbook of international perspectives on early childhood education (pp. 149–161). Routledge.
   Google Scholar
• Lau, C., & Richards, B. (2021). Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong. Frontiers in Psychology, 11, 4093. https://doi.org/10.3389/fpsyg.2020.569581
   Web of Science ®Google Scholar
• Lau, E. Y. H., & Cheng, D. P. W. (2016). An exploration of the participation of kindergarten-aged Hong Kong children in extra curricular activities. Journal of Early Childhood Research, 14(3), 294–309. https://doi.org/10.1177/1476718X14552873
   Web of Science ®Google Scholar
• Lawson-Adams, J., Dickinson, D. K., & Donner, J. K. (2022). Sing it or speak it?: The effects of sung and rhythmically spoken songs on preschool children’s word learning. Early Childhood Research Quarterly, 58, 87–102. https://doi.org/10.1016/j.ecresq.2021.06.008
   Web of Science ®Google Scholar
• Letourneau, N. L., Duffett Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211–224. https://doi.org/10.1177/1063426611421007
   Web of Science ®Google Scholar
• Leung, A. H. C. (2012). Bad influence? – an investigation into the purported negative influence of foreign domestic helpers on children’s second language English acquisition. Journal of Multilingual and Multicultural Development, 33(2), 133–148. https://doi.org/10.1080/01434632.2011.649038
   Web of Science ®Google Scholar
• Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93(1), 63–93. https://doi.org/10.1016/j.jecp.2005.07.003
   PubMed Web of Science ®Google Scholar
• Li, D. C. (1999). The functions and status of English in Hong Kong: A post-1997 update. English World-Wide, 20(1), 67–110. https://doi.org/10.1075/eww.20.1.03li
   Google Scholar
• Li, D. C. (2017). Multilingual Hong Kong: Languages, literacies and identities. Springer International Publishing.
   Google Scholar
• Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001
   Web of Science ®Google Scholar
• Liu, D., Chung, K. K., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese−speaking kindergarteners. Journal of Research in Reading, 39(3), 268–291. https://doi.org/10.1111/1467-9817.12046
   Web of Science ®Google Scholar
• Lundberg, I., Larsman, P., & Strid, A. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25(2), 305–320. https://doi.org/10.1007/s11145-010-9269-4
   Web of Science ®Google Scholar
• Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Wilson, M. S., & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55(2), 1–14. https://doi.org/10.1016/j.ecresq.2020.10.007
   Google Scholar
• Luo, S., Liu, Y., & Zhang, D. (2021). Socioeconomic status and young children’s problem behaviours–mediating effects of parenting style and psychological suzhi. Early Child Development and Care, 191(1), 148–158. https://doi.org/10.1080/03004430.2019.1608196
   Web of Science ®Google Scholar
• Ma, S., Chen, E. E., & Li, H. (2020). Foreign domestic helpers’ involvement in non-parental childcare: A multiple case study in Hong Kong. Journal of Research in Childhood Education, 34(3), 427–446. https://doi.org/10.1080/02568543.2019.1701588
   Web of Science ®Google Scholar
• McBride-Chang, C., Bialystok, E., Chong, K. K., & Li, Y. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89(2), 93–111. https://doi.org/10.1016/j.jecp.2004.05.001
   PubMed Web of Science ®Google Scholar
• McBride-Chang, C., Cheung, H., Chow, B. Y., Chow, C. L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing, 19(7), 695–716. https://doi.org/10.1007/s11145-005-5742-x
   Web of Science ®Google Scholar
• Memon, M. A., Jun, H. C., Francis, H., Ting, C. W., & Chuah, F. (2018). Mediation analysis issues and recommendations. Journal of Applied Structural Equation Modeling, 2(1), i-ix. https://doi.org/10.47263/JASEM.2(1)01
   Google Scholar
• Merz, E. C., Maskus, E. A., Melvin, S. A., He, X., & Noble, K. G. (2019). Socioeconomic disparities in language input are associated with children’s language−related brain structure and reading skills. Child Development, 91(3), 846–860. https://doi.org/10.1111/cdev.13239
   PubMed Web of Science ®Google Scholar
• Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. https://doi.org/10.1080/10409280701838603
   Web of Science ®Google Scholar
• Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001
   Web of Science ®Google Scholar
• Muhinyi, A., Hesketh, A., Stewart, A. J., & Rowland, C. F. (2020). Story choice matters for caregiver extra-textual talk during shared reading with preschoolers. Journal of Child Language, 47(3), 633–654. https://doi.org/10.1017/S0305000919000783
   PubMed Web of Science ®Google Scholar
• Muluk, N. B., Bayoğlu, B., & Anlar, B. (2014). Language development and affecting factors in 3-to 6-year-old children. European Archives of Oto-Rhino-Laryngology, 271(5), 871–878. https://doi.org/10.1007/s00405-013-2567-0
   PubMed Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (8th ed.). Muthén and Muthén.
   Google Scholar
• Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581–603. https://doi.org/10.1016/j.jecp.2017.10.002
   PubMed Web of Science ®Google Scholar
• Neuhauser, A. (2018). Predictors of maternal sensitivity in at-risk families. Early Child Development and Care, 188(2), 126–142. https://doi.org/10.1080/03004430.2016.1207065
   Web of Science ®Google Scholar
• Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109–122. https://doi.org/10.1177/0004944114523368
   Web of Science ®Google Scholar
• Neumann, M. M. (2016a). A socioeconomic comparison of emergent literacy and home literacy in Australian preschoolers. European Early Childhood Education Research Journal, 24(4), 555–566. https://doi.org/10.1080/1350293X.2016.1189722
   Web of Science ®Google Scholar
• Neumann, M. M. (2016b). Young children’s use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers & Education, 97, 61–68. https://doi.org/10.1016/j.compedu.2016.02.013
   Web of Science ®Google Scholar
• Ng, M. L. (2013). Pedagogical conditions for the teaching and learning of English as a foreign language in Hong Kong kindergartens. English Teaching & Learning, 37(3), 1–35. https://doi.org/10.6330/ETL.2013.37.3.01
   Google Scholar
• Ng, M. L., & Rao, N. (2013). Teaching English in Hong Kong kindergartens: A survey of practices. The International Journal of Literacies, 19(3), 25–47. https://doi.org/10.18848/2327-0136/CGP/v19i03/48780
   Google Scholar
• Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001
   Web of Science ®Google Scholar
• Noble, K. G., Farah, M. J., & McCandliss, B. D. (2006). Socioeconomic background modulates cognition–achievement relationships in reading. Cognitive Development, 21(3), 349–368. https://doi.org/10.1016/j.cogdev.2006.01.007
   PubMed Web of Science ®Google Scholar
• O’brien, B. A., Ng, S. C., & Arshad, N. A. (2020). The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore. Early Childhood Research Quarterly, 53(4), 441–452. https://doi.org/10.1016/j.ecresq.2020.05.014
   Google Scholar
• Odom, S. L., Pungello, E. P., & Gardner-Neblett, N. (Eds.). (2012). Infants, toddlers, and families in poverty: Research implications for early child care. Guilford Press.
   Google Scholar
• Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285–308. https://doi.org/10.1146/annurev-linguistics-011516-034226
   Web of Science ®Google Scholar
• Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3–4), 427–440. https://doi.org/10.1016/0885-2006(94)90018-3
   Web of Science ®Google Scholar
• Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146–174. https://doi.org/10.1080/10888430902769533
   PubMed Web of Science ®Google Scholar
• Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175
   Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93. https://doi.org/10.1037/a0022658
   PubMed Web of Science ®Google Scholar
• Puglisi, M. L., Hulme, C., Hamilton, L. G., & Snowling, M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading, 21(6), 498–514. https://doi.org/10.1080/10888438.2017.1346660
   PubMed Web of Science ®Google Scholar
• Raikes, H., Alexander Pan, B., Luze, G., Tamis−lemonda, C. S., Brooks−gunn, J., Constantine, J., Tarullo, L. B., Raikes, A., & Rodriguez, E. T. (2006). Mother–child book reading in low−income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924–953. https://doi.org/10.1111/j.1467-8624.2006.00911.x
   PubMed Web of Science ®Google Scholar
• Raven, J. C., Court, J. H., & Raven, J. (1995). Raven’s coloured progressive matrices. Oxford Psychologists Press.
   Google Scholar
• Richels, C. G., Johnson, K. N., Walden, T. A., & Conture, E. G. (2013). Socioeconomic status, parental education, vocabulary and language skills of children who stutter. Journal of Communication Disorders, 46(4), 361–374. https://doi.org/10.1016/j.jcomdis.2013.07.002
   PubMed Web of Science ®Google Scholar
• Risley, T. R., & Hart, B. (2006). Promoting early language development. In N. F. Watt, C. E. Ayoub, R. H. Bradley, J. E. Puma, & W. A. LeBoeuf (Eds.), The crisis in youth mental health: Critical issues and effective programs (Vol. 4, pp. 83–88). Early intervention programs and policies.
   Google Scholar
• Rodriguez, E. T., Tamis LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677–694. https://doi.org/10.1016/j.appdev.2009.01.003
   Web of Science ®Google Scholar
• Rowe, M. (2017). Understanding socioeconomic differences in parents’ speech to children. Child Development Perspectives, 12(2), 122–127. https://doi.org/10.1111/cdep.12271
   Web of Science ®Google Scholar
• Rowe, M. L., Denmark, N., Harden, B. J., & Stapleton, L. M. (2016). The role of parent education and parenting knowledge in children’s language and literacy skills among white, black, and latino families. Infant and Child Development, 25(2), 198–220. https://doi.org/10.1002/icd.1924
   Web of Science ®Google Scholar
• Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–525. https://doi.org/10.1111/j.1467-8624.2011.01710.x
   PubMed Web of Science ®Google Scholar
• Schmerse, D., Anders, Y., Flöter, M., Wieduwilt, N., Roßbach, H. G., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332
   Web of Science ®Google Scholar
• Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10(1), 59–87. https://doi.org/10.1207/s1532799xssr1001_4
   Web of Science ®Google Scholar
• Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
   PubMed Web of Science ®Google Scholar
• Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222
   PubMed Web of Science ®Google Scholar
• Sénéchal, M., LeFevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96–116. https://doi.org/10.1598/RRQ.33.1.5
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1080/10409280701838710
   Web of Science ®Google Scholar
• Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M. K. (2020). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to grade 2. Frontiers in Psychology, 11, 1508. https://doi.org/10.3389/fpsyg.2020.01508
   PubMed Web of Science ®Google Scholar
• Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19(1), 68–88. https://doi.org/10.1080/10409280701839015
   Web of Science ®Google Scholar
• Strang, T. M., & Piasta, S. B. (2016). Socioeconomic differences in code-focused emergent literacy skills. Reading and Writing, 29(7), 1337–1362. https://doi.org/10.1007/s11145-016-9639-7
   Web of Science ®Google Scholar
• Su, M., Li, P., Zhou, W., & Shu, H. (2021). Effects of socioeconomic status in predicting reading outcomes for children: The mediation of spoken language network. Brain and Cognition, 147, 105655. https://doi.org/10.1016/j.bandc.2020.105655
   PubMed Web of Science ®Google Scholar
• Tam, A. C. F. (2018). Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism, 24(7), 990–1010. https://doi.org/10.1080/13670050.2018.1529139
   Google Scholar
• Teale, W. H. (1986). Home background and young children’s literacy development. Emergent Literacy: Writing and Reading, 173, 173–206.
   Google Scholar
• Tong, X., & McBride-Chang, C. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing, 23(3), 293–310. https://doi.org/10.1007/s11145-009-9211-9
   Web of Science ®Google Scholar
• Tse, S. K., Zhu, Y., Hui, S. Y., & Ng, H. W. (2017). The effects of home reading activities during preschool and grade 4 on children’s reading performance in Chinese and English in Hong Kong. Australian Journal of Education, 61(1), 5–23. https://doi.org/10.1177/0004944116689093
   Web of Science ®Google Scholar
• Tubbs, C. Y., Roy, K. M., & Burton, L. M. (2005). Family ties: Constructing family time in low−income families. Family Process, 44(1), 77–91. https://doi.org/10.1111/j.1545-5300.2005.00043.x
   PubMed Web of Science ®Google Scholar
• Vasilyeva, M., Dearing, E., Ivanova, A., Shen, C., & Kardanova, E. (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Early Childhood Research Quarterly, 42, 11–20. https://doi.org/10.1016/j.ecresq.2017.08.003
   Web of Science ®Google Scholar
• Vernon−Feagans, L., Bratsch−hines, M., Reynolds, E., & Willoughby, M. (2019). How early maternal language input varies by race and education and predicts later child language. Child Development, 91(4), 1098–1115. https://doi.org/10.1111/cdev.13281
   PubMed Web of Science ®Google Scholar
• Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive test of phonological processing—2nd ed. Pro-Ed.
   Google Scholar
• Wang, L., & Liu, D. (2021). Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities. Early Childhood Research Quarterly, 56, 190–200. https://doi.org/10.1016/j.ecresq.2021.04.002
   Web of Science ®Google Scholar
• Watson, T. N., & Bogotch, I. (2015). Reframing parent involvement: What should urban school leaders do differently? Leadership and Policy in Schools, 14(3), 257–278. https://doi.org/10.1080/15700763.2015.1024327
   Web of Science ®Google Scholar
• Wheaton, B., Muthen, B., Alwin, D., F., & Summers, G. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8(1), 84–136. https://doi.org/10.2307/270754
   Google Scholar
• Williams, K. T. (2007). Expressive vocabulary test (2nd ed.). Pearson, Inc.
   Google Scholar
• Wong, R. K. S., & Russak, S. (2020). Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language? Annals of Dyslexia, 70(1), 79–93. https://doi.org/10.1007/s11881-020-00197-8
   PubMed Web of Science ®Google Scholar
• Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children’s reading skills and interest. Early Education and Development, 25(6), 791–814. https://doi.org/10.1080/10409289.2014.862147
   Web of Science ®Google Scholar
• Yeomans-Maldonado, G., & Mesa, C. (2021). The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. Early Childhood Research Quarterly, 57, 271–284. https://doi.org/10.1016/j.ecresq.2021.07.001
   Web of Science ®Google Scholar
• Yeung, S. S., & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37(1), 92–120. https://doi.org/10.1080/02702711.2015.1009591
   Web of Science ®Google Scholar
• Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23(6), 754–768. https://doi.org/10.1080/13670050.2017.1409695
   Web of Science ®Google Scholar
• Yeung, S. S., Siegel, L. S., & Chan, C. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26(5), 681–704. https://doi.org/10.1007/s11145-012-9383-6
   PubMed Web of Science ®Google Scholar
• Zhang, S. Z., Inoue, T., Shu, H., & Georgiou, G. K. (2020). How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing, 33(7), 1745–1767. https://doi.org/10.1007/s11145-019-09991-2
   Web of Science ®Google Scholar
• Zhang, X., Lau, C., & Su, Y. (2021). Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-analysis. Early Education and Development, 1–32. https://doi.org/10.1080/10409289.2021.1981065
   PubMed Web of Science ®Google Scholar
• Zheng, P., & Sun, J. (2021). Preschool children’s use of digital devices and early development in Hong Kong: The role of family socioeconomic status. Early Education and Development, 33(5), 1–19. https://doi.org/10.1080/10409289.2021.1920767
   PubMed Web of Science ®Google Scholar