Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children

Autor/inn/en	Mendive, Susana; Mascareño Lara, Mayra; Aldoney, Daniela; Pérez, J. Carola; Pezoa, José P.
Titel	Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
Quelle	In: Child Development, 91 (2020) 6, S.2042-2062 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendive, Susana) ORCID (Mascareño Lara, Mayra) ORCID (Aldoney, Daniela) ORCID (Pérez, J. Carola) ORCID (Pezoa, José P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13382
Schlagwörter	Family Environment; Language Usage; Language Acquisition; Emergent Literacy; Preschool Children; Kindergarten; Mothers; Low Income Groups; Reading Aloud to Others; Parent Child Relationship; Interpersonal Communication; Parents as Teachers; Vocabulary Development; Alphabets; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Familienmilieu; Sprachgebrauch; Sprachaneignung; Spracherwerb; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Wortschatzarbeit; Buchstabenschrift; Ausland
Abstract	This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M[subscript age] = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01