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In this chapter, we examined the relationship between the home literacy environment (HLE) and children’s early literacy skills in two different scripts in Japanese (i.e., syllabic Hiragana and morphographic Kanji) through a systematic review. The results from 15 research papers revealed the following: First, parent teaching did not significantly predict Hiragana or Kanji reading from kindergarten to Grade 3, but it did predict Hiragana writing in kindergarten and Kanji writing from Grades 1 to 2. Second, shared book reading was associated with vocabulary in kindergarten, the amount of later book reading, and the enjoyment and preference for reading. Finally, access to literacy resources had positive effects not only on Hiragana emergent literacy skills in kindergarten, but also on Hiragana reading fluency and Kanji reading accuracy from Grades 1 to 3. In line with the premises of the Home Literacy Model (Sénéchal and LeFevre, Child Dev 73(2):445–460, 2002), these results suggest that the effects of HLE on early literacy skills in Japanese Hiragana and Kanji are time-sensitive and operate differently before and after formal literacy instruction in each script begins.

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Home Literacy Environment and Children’s Literacy Skills in the Biscriptal Writing System of Japanese

  • 章节

  • 发表日期：

    2025年

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  • Takayuki Tanji,
  • Tomohiro Inoue

摘要

In this chapter, we examined the relationship between the home literacy environment (HLE) and children’s early literacy skills in two different scripts in Japanese (i.e., syllabic Hiragana and morphographic Kanji) through a systematic review. The results from 15 research papers revealed the following: First, parent teaching did not significantly predict Hiragana or Kanji reading from kindergarten to Grade 3, but it did predict Hiragana writing in kindergarten and Kanji writing from Grades 1 to 2. Second, shared book reading was associated with vocabulary in kindergarten, the amount of later book reading, and the enjoyment and preference for reading. Finally, access to literacy resources had positive effects not only on Hiragana emergent literacy skills in kindergarten, but also on Hiragana reading fluency and Kanji reading accuracy from Grades 1 to 3. In line with the premises of the Home Literacy Model (Sénéchal and LeFevre, Child Dev 73(2):445–460, 2002), these results suggest that the effects of HLE on early literacy skills in Japanese Hiragana and Kanji are time-sensitive and operate differently before and after formal literacy instruction in each script begins.