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Children ( N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Two facets of children’s engagement were examined, namely, children’s independent reading at home and their interest in literacy activities. The present study was conducted to expand the Home Literacy Model by examining its relation with children’s engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words.
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First, meaning-related literacy activities are those where print is present but is not the focus of the parent–child interaction, for example, when parents read storybooks to their children. 3Department of Teacher Education, University of Jyväskylä, Jyväskylä, FinlandĪccording to the Home Literacy Model ( Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home.2Department of Psychology, Carleton University, Ottawa, ON, Canada.1Department of Psychology, University of Jyväskylä, Jyväskylä, Finland.
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Gintautas Silinskas 1*, Monique Sénéchal 2, Minna Torppa 3 and Marja-Kristiina Lerkkanen 3