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<p>This study examined the moderating role of children’s executive functioning (EF) in the associations between aspects of the home literacy environment (HLE) and Chinese language and literacy skills using data collected from 340 first-year kindergarten students and their parents in Hong Kong. Three aspects of language and literacy skills were assessed: Vocabulary knowledge, verbal comprehension, and word reading. Parents completed an HLE scale and teachers reported an EF inventory. The findings revealed that children’s EF was significantly associated with Chinese language and literacy skills. Additionally, EF significantly moderated the association of code-related HLE with word reading but not with other aspects of HLE or language skills. These findings highlight the importance of developing EF skills to strengthen the relationship between code-related HLE and word reading ability.</p>

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When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Catrina Cuina Liu,
  • Kevin Kien Hoa Chung

摘要

This study examined the moderating role of children’s executive functioning (EF) in the associations between aspects of the home literacy environment (HLE) and Chinese language and literacy skills using data collected from 340 first-year kindergarten students and their parents in Hong Kong. Three aspects of language and literacy skills were assessed: Vocabulary knowledge, verbal comprehension, and word reading. Parents completed an HLE scale and teachers reported an EF inventory. The findings revealed that children’s EF was significantly associated with Chinese language and literacy skills. Additionally, EF significantly moderated the association of code-related HLE with word reading but not with other aspects of HLE or language skills. These findings highlight the importance of developing EF skills to strengthen the relationship between code-related HLE and word reading ability.