The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills

Autor/inn/en	Farver, Jo Ann M.; Xu, Yiyuan; Lonigan, Christopher J.; Eppe, Stefanie
Titel	The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills
Quelle	In: Developmental Psychology, 49 (2013) 4, S.775-791 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0028766
Schlagwörter	Questionnaires; Emergent Literacy; Phonological Awareness; Oral Language; Disadvantaged Youth; Mothers; Structural Equation Models; Spanish; English; Family Environment; Family Literacy; Interviews; Reading Materials; Reading Skills; Family Influence; Language Skills; Acculturation; Young Children; Urban Areas; California + Suchen Sie Ihr Suchwort? Fragebogen; Frühleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Mother; Mutter; Spanisch; English language; Englisch; Familienmilieu; Interviewing; Interviewtechnik; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Akkulturation; Frühe Kindheit; Urban area; Stadtregion; Kalifornien
Abstract	This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about their families and their home literacy environment (HLE), and children's emergent literacy skills were measured in English and Spanish at the outset of the preschool year. Project assistants interviewed mothers in their homes and tallied the presence of literacy-related materials. Results of structural equation modeling showed that the 3 preliteracy skills were significantly associated within and across English and Spanish, suggesting the possible transfer of these early preliteracy skills across languages. For the English language HLE, parents' literacy-related behaviors, sibling-child reading, and families' literacy resources were all associated with children's English oral language skills, and their English print knowledge was associated with their home resources. For the Spanish language HLE, only parents' literacy-related behaviors were related to children's Spanish oral language and print knowledge skills. There were no significant cross-linguistic relations between any aspect of the English HLE and children's Spanish preliteracy skills, whereas parents' literacy-related behaviors in Spanish were negatively associated with children's English oral language and phonological awareness skills. Given the importance of oral language and vocabulary in promoting children's literacy, these results indicate that parents can support this skill in both languages, but their relative impact seems to be within rather across language. (Contains 2 figures, 8 tables and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10