The Relationship between Early Home Learning Environment and Children's Reading Achievement at the Beginning of Primary Education

Home learning environment has been a central focus of inquiry in the field of early development because it is a key source of variability of many factors that impinge on children's development, learning and school success. So far, there are only a few studies using large scaled database and previous literature is limited in narrowing the perspective on the transition period of time between kindergarten and first grade. So the purpose of current study is to investigate the relationship between home learning environment and children's reading achievement from kindergarten to the first grade. The current study was based on 2935 children from Kindergarten to the first grade in the Early Childhood Longitudinal Study-Kindergarten Cohort. Hierarchical regression analysis was used for data analysis method. The results showed in the current study that there is no relationship between home learning environment and children's reading achievement when controlled for children's kindergarten reading achievement. In addition, there is no moderator effect of mother's education level to the association between home learning environment and children's increase in reading achievement in the first grade.