Return to References: Home Learning Environment factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Inventory of Parental Influence: (e.g., Campbell & Verna, 2007): Measures parents' perceptions of family processes, including pressuring children to achieve academically, providing psychological support at home, helping with schoolwork, emphasizing intellectual development, and monitoring time management.
Alcalá, L., Rogoff, B., & López Fraire, A. (2018). Sophisticated collaboration is common among Mexican-heritage US children. Proceedings of the National Academy of Sciences, 115(45), 11377-11384.
Armfield, J. M., Ey, L. A., Zufferey, C., Gnanamanickam, E. S., & Segal, L. (2021). Educational strengths and functional resilience at the start of primary school following child maltreatment. Child Abuse & Neglect, 122, 105301.
Bartel, K. A., Gradisar, M., & Williamson, P. (2015). Protective and risk factors for adolescent sleep: A meta-analytic review. Sleep Medicine Reviews, 21, 72-85.
Bouldin, E., Patel, S. R., Tey, C. S., White, M., Alfonso, K. P., & Govil, N. (2021). Bullying and children who are deaf or hard‐of‐hearing: A scoping review. The Laryngoscope, 131(8), 1884-1892.
Brannon, D. (2008). Character education: it's a joint responsibility: instilling positive character traits in children requires teachers, parents, and administrators to work together. Kappa Delta Pi Record, 44(2), 62-65.
Camburn, E. M., & Han, S. W. (2011). Two decades of generalizable evidence on US instruction from national surveys. Teachers College Record, 113(3), 561-610.
Campbell, J. R. (1994). Developing cross-cultural/cross-national instruments: Using cross-national methods and procedures. International Journal of Educational Research, 21(7), 675-684.
Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American Sign Language by 6 months of age. The Journal of Pediatrics, 232, 229-236.
Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12(2), 198-221.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Chen, J., & Liu, C. (2023). The longitudinal association between children's growth mindset in senior primary school and their parents' growth mindset. Frontiers in Psychology, 14, 1110944.
Claussen, A. H., Holbrook, J. R., Hutchins, H. J., Robinson, L. R., Bloomfield, J., Meng, L., ... & Kaminski, J. W. (2022). All in the family? A systematic review and meta-analysis of parenting and family environment as risk factors for attention-deficit/hyperactivity disorder (ADHD) in children. Prevention Science, 1-23.
Crain‐Thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent‐child interaction in three conversational contexts: Variations in style and strategy. New Directions for Child and Adolescent Development, 2001(92), 23-38.
Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395-412.
DesJardin, J. L., & Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13(5), 28-44.
Einziger, T., Zilberman-Hayun, Y., Atzaba-Poria, N., Auerbach, J. G., & Berger, A. (2019). How important is early home environment in the prediction of attention-deficit hyperactivity disorder in adolescence? The protective role of early cognitive stimulation. Infant and Child Development, 28(5), 1–16.
Fearon, D. D., Copeland, D., & Saxon, T. F. (2013). The relationship between parenting styles and creativity in a sample of Jamaican children. Creativity Research Journal, 25(1), 119-128.
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99-123.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1972-1995.
Griffith, J. M., & Hankin, B. L. (2021). Affective benefits of parental engagement with adolescent positive daily life experiences. Journal of Youth and Adolescence, 50, 2036-2051.
Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859.
Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367-395.
Hill, D., Ameenuddin, N., Reid Chassiakos, Y. L., Cross, C., Hutchinson, J., Levine, A., ... & Swanson, W. S. (2016). Media and young minds. Pediatrics, 138(5).
Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27.
Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32(1), 70.
Kotler, J. A., Haider, T. Z., & Levine, M. H. (2019). Identity matters: Parents' and educators' perceptions of children's social identity development. Sesame Workshop.
Krashen, S. (2013). Access to books and time to read versus the Common Core State Standards and tests. English Journal, 103(2), 21-29.
Lansford, J. E., Zietz, S., Al-Hassan, S. M., Bacchini, D., Bornstein, M. H., Chang, L., ... & Alampay, L. P. (2021). Culture and social change in mothers' and fathers' individualism, collectivism and parenting attitudes. Social Sciences, 10(12), 459.
Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218.
Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2016). Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology, 13(4), 424-438.
Magnuson, K., Duncan, G. J., & Kalil, A. (2006). The contribution of middle childhood contexts to adolescent achievement and behavior. Developmental contexts in middle childhood: Bridges to adolescence and adulthood, 150-172.
Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N., & Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6, 527.
McAlister, A., & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development. Cognitive Development, 22(2), 258-270.\
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715-1726.
Milian, M. (1999). Schools and family involvement: Attitudes among Latinos who have children with visual impairments. Journal of Visual Impairment & Blindness, 93(5), 277-290.
Milne, E. (2016). “I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario. Canadian Sociological Association/La Societ´ e Canadienne de Sociologie , 53(3), 270-289.
Mo, Y., & Singh, K. (2008). Parents' relationships and involvement: Effects on students' school engagement and performance. RMLE online, 31(10), 1-11.
Muntoni, F., & Retelsdorf, J. (2019). At their children's expense: How parents' gender stereotypes affect their children's reading outcomes. Learning and Instruction, 60, 95-103.
Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147.
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50.
Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19, 181-202.
Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391-413.
Oliver, R., & Purdie, N. (1998). The attitudes of bilingual children to their languages. Journal of Multilingual and Multicultural Development, 19(3), 199-211.
Oram, R., Ryan, J., Rogers, M., & Heath, N. (2017). Emotion regulation and academic perceptions in adolescence. Emotional and Behavioural Difficulties, 22(2), 162-173.
Paavonen, E. J., Roine, M., Pennonen, M., & Lahikainen, A. R. (2009). Do parental co‐viewing and discussions mitigate TV‐induced fears in young children?. Child: Care, Health and Development, 35(6), 773-780.
Ronderos, J., Castilla-Earls, A., & Marissa Ramos, G. (2022). Parental beliefs, language practices and language outcomes in Spanish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 25(7), 2586-2607.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory‐of‐mind understanding. Child Development, 73(3), 734-751.
Ryan, F. (2011). Kanyininpa (Holding): A way of nurturing children in Aboriginal Australia. Australian Social Work, 64(2), 183-197.
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). The long-term role of the home learning environment in shaping students' academic attainment in secondary school. Journal of Children's Services, 10(3), 189-201.
Schmiedeler, S., Niklas, F., & Schneider, W. (2014). Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): findings from a longitudinal study. European Journal of Psychology of Education, 29, 467-482.
Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207.
Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta‐analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159-1174.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (7-11).
Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144.
Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher-student relationships, peer relationships and family involvement. Educational Sciences-Theory & Practice, 17(1).
van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children's literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382.
Welk, G. J., Wood, K., & Morss, G. (2003). Parental influences on physical activity in children: An exploration of potential mechanisms. Pediatric Exercise Science, 15(1), 19-33.