The potential role of home literacy environment (HLE) in children's language development has been widely studied. However, data on the HLE of children with familial risk (FR) of dyslexia are limited. In this longitudinal study, we examined (a) whether amount of book exposure and reading interest at age 4 were different in samples of Norwegian FR and no FR‐children, respectively, (b) whether these home literacy‐related factors exerted different effects depending on family‐risk status on vocabulary and grammar skills at school entry age (6 years) and (c) whether they contributed independently to language outcomes at age 6, after controlling for the 4;6‐year language skills. Results showed no significant between‐group differences in book exposure and reading interest. Furthermore, while interest in reading did not affect vocabulary and grammar in either group, book exposure contributed to vocabulary skills only in the FR‐group by school entry. However, this longitudinal association was mediated by lexical skills at age 4;6, implying that the HLE has a positive indirect effect on later language development through its effect on early language. Thus, these findings can be taken to suggest that early intervention including exposure to various book‐reading activities for pre‐school FR‐children with poor expressive vocabulary is worth considering.

中文翻译：

---

书籍暴露和阅读兴趣对有和没有家族性阅读障碍儿童的口语表达能力的影响

家庭识字环境（HLE）在儿童语言发展中的潜在作用已得到广泛研究。但是，关于有诵读困难的家族风险（FR）患儿的HLE数据有限。在这项纵向研究中，我们研究了（a）挪威FR和无FR儿童的样本在4岁时的书本接触量和阅读兴趣是否不同；（b）这些与家庭识字相关的因素是否发挥不同的作用，取决于关于入学年龄（6岁）的词汇和语法技能的家庭风险状态，以及（c）在控制4; 6年语言技能后，他们在6岁时是否独立地对语言成绩做出了贡献。结果显示，书本暴露和阅读兴趣之间没有显着的组间差异。此外，尽管对阅读的兴趣并没有影响任何一组的词汇和语法，但只有通过入学，FR暴露组的书本阅读才有助于词汇技能。但是，这种纵向联想是在4; 6岁时由词汇技能介导的，这意味着HLE通过对早期语言的影响，对后来的语言发展具有积极的间接影响。因此，这些发现可以被认为是值得考虑的早期干预措施，包括暴露于表达能力差的学龄前FR儿童的各种读书活动。暗示HLE通过对早期语言的影响，对以后的语言发展具有积极的间接影响。因此，这些发现可以被认为是值得考虑的早期干预措施，包括暴露于表达能力差的学龄前FR儿童的各种读书活动。暗示HLE通过对早期语言的影响，对以后的语言发展具有积极的间接影响。因此，这些发现可以被认为是值得考虑的早期干预措施，包括暴露于表达能力差的学龄前FR儿童的各种读书活动。