This study extends the research on the preschool home literacy environment (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1171 six-year-old children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnaire regarding their own RD, education, and the HLE. The final sample after applying the inclusion criteria was 794 children and their parents. The findings suggest, first, that two HLE factors (access to print and reading-related activities) should be distinguished rather than treated as a single factor, "exposure to print," as the majority of previous studies have done. This finding suggests a three-factor HLE model that includes parents' reading interests and habits, reading-related activities, and access to print. Second, FR of RD is related to some extent to the HLE, even after controlling for parents' education. Third, children's experiences in their home environments and their emergent literacy may not be independent of their FR of RD. More importantly, this study highlights the potential protective role of the HLE, especially when there is a history of RD within the family. The reason is that the positive association between the HLE and children's code-related emergent literacy remains significant when controlling for FR of RD (access to print → emergent literacy: 0.39 [0.01, 0.68], p < 0.01; reading-related activities → emergent literacy: 0.37 [0.02, 0.35], p < 0.01; parents' reading interests and habits → emergent literacy: 0.26 [0.001, 0.15], p < 0.01). This finding supports that children's emergent literacy can be improved via a modifiable, dynamic factor such as the HLE.

中文翻译：

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家庭识字环境和家庭阅读困难风险与学前识字能力的关系模型。

本研究通过检验 RD 的多重缺陷模型，扩展了在阅读障碍 (RD) 家庭风险 (FR) 背景下对学前家庭识字环境 (HLE) 的研究。共有 1171 名六岁儿童在入学时接受了评估，这是挪威正式阅读教学的开始。他们的父母填写了一份关于他们自己的 RD、教育程度和 HLE 的调查问卷。应用纳入标准后的最终样本为 794 名儿童及其父母。研究结果表明，首先，应该区分两个 HLE 因素（接触印刷品和阅读相关活动），而不是像大多数先前的研究那样将其视为单一因素“接触印刷品”。这一发现提出了一个三因素 HLE 模型，其中包括父母的阅读兴趣和习惯、阅读相关活动以及印刷品的使用情况。其次，即使在控制了父母的教育程度之后，RD 的 FR 在某种程度上与 HLE 相关。第三，儿童在家庭环境中的经历和他们的新兴读写能力可能并不独立于他们的 FR 或 RD。更重要的是，这项研究强调了 HLE 的潜在保护作用，特别是当家族中有 RD 病史时。原因是，在控制 RD 的 FR 时，HLE 与儿童与代码相关的萌生识字能力之间的正相关关系仍然显着（获得印刷品 → 萌生读写能力：0.39 [0.01, 0.68]，p < 0.01；阅读相关活动 → 萌生读写能力）识字率：0.37 [0.02, 0.35]，p < 0.01；父母的阅读兴趣和习惯 → 新兴识字率：0.26 [0.001, 0.15]，p < 0.01）。这一发现支持儿童的新兴识字能力可以通过可修改的动态因素（例如 HLE）来提高。