Changes in the Home Literacy Environment During the COVID-19 Pandemic in Families With and Without Learning Disabilities

PurposeThe COVID-19 pandemic caused sudden closures of educational institutions affecting over 94% of enrolled learner populations globally. During school closures, the home literacy environment (HLE) is of great importance for developing and maintaining early reading skills; however, little is known about changes in HLE during COVID-19. MethodAcross five English-speaking countries, 1,411 families with 2,412 children (ages 0-11; 92% White) responded to an online questionnaire characterizing their HLE before and since COVID-19 restrictions. The researcher-developed questionnaire included items on home literacy resources, enrichment activities, and reading at home behaviors, as well as background information on the families. Almost half of all families (n=709; 50%) indicated having a family member with at least one area of learning difficulty. ResultsOrdinal logistic regression showed decreases in physical books as well as increases in digital materials, enrichments activities, and (shared) reading at home. These changes depended on child age, type of COVID-19 restrictions, family history of learning difficulties, and employment changes, but not on SES or the number of adults at home. Families with a history of learning difficulties reported spending less time on shared and independent reading, with greater decreases since COVID-19.ConclusionOur results highlight important environmental factors that can affect educational outcomes and inform the development of policies around literacy practices and interventions aimed to minimize the long-term impact of school closures (e.g., related to public health recommendations, natural catathrophes, extended summer breaks or teacher strikes).