HOME LITERACY ENVIRONMENT FOR CHILDREN WITH DYSLEXIA
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Abstract
Dyslexia is a neurodevelopmental disorder classified as a learning disability and it is the most identified learning difficulty among school-aged children. Diagnosis typically occurs after children enter formal schooling, most often at the elementary level. The home literacy environment constitutes a foundational context that plays a crucial role in stimulating cognitive processes, language use, and the integration of learning experiences, which serve as the basis for cognitive development, higher-order learning, and the continuous development of reading skills. The home literacy model explains parent–child interactions through both informal literacy activities, which emphasize language experience and meaning, and formal literacy activities, which focus on the explicit and goal-directed development of reading and writing skills. Key factors associated with children’s literacy learning include parental literacy beliefs, parental education level, parental involvement, and the availability of home literacy resources. A review of the literature indicates that the home literacy environment plays a significant role in supporting the development of reading skills in children with dyslexia, particularly through shared reading activities that enhance vocabulary growth and language comprehension. However, within the Thai context, empirical studies directly addressing this issue remain limited. Therefore, this article aims to review and synthesize the existing literature on home literacy environments for children with dyslexia and to propose guidelines for promoting effective home literacy environments that are appropriate to the social and cultural context of Thailand to support the reading development of this population effectively.
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