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Association Between Home Literacy Environment and Eye Movements During Storybook Reading: Implications for Vocabulary and Character Recognition in Preschoolers
  • Wen Xiao,
  • Xiaoqing Chen,
  • Yancai Wang
Wen Xiao
Shaoguan University

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Xiaoqing Chen
Dongpeng Kindergarten
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Yancai Wang
Shaoguan University
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Abstract

This study aimed to explore the associations between the home literacy environment (HLE) and preschoolers’ eye movements during storybook reading. A total of 87 Mandarin-speaking children between the ages of 3 and 6 participated in the study. Their vocabulary and ability to recognize Chinese characters tested were tested, and their eye movements while reading picture books were recorded. Their parents filled out a questionnaire that measured home literacy environment (HLE), including social interactions and literacy activities. The results showed that the home literacy environment was associated with children’s attention to print as indicated by their proportion of fixation duration on the print during storybook reading. Among the components of HLE, interactive reading was found to contribute the most distinctive variances to children’s fixations on the print during storybook reading. The experience of interactive reading was also related to young children’s literacy skills but not vocabulary. These findings provide empirical evidence supporting the effectiveness of interactive reading as a potential avenue for improving children’s reading abilities.