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The home literacy environment and Latino head start children's emergent literacy skills.
Dev Psychol. 2013 Apr; 49(4):775-91.DP

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.

Authors+Show Affiliations

Department of Psychology, University of Southern California, Los Angeles, CA 90089-1061, USA. farver@usc.eduNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, Non-P.H.S.

Language

eng

PubMed ID

22662767

Citation

Farver, Jo Ann M., et al. "The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills." Developmental Psychology, vol. 49, no. 4, 2013, pp. 775-91.
Farver JA, Xu Y, Lonigan CJ, et al. The home literacy environment and Latino head start children's emergent literacy skills. Dev Psychol. 2013;49(4):775-91.
Farver, J. A., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children's emergent literacy skills. Developmental Psychology, 49(4), 775-91. https://doi.org/10.1037/a0028766
Farver JA, et al. The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills. Dev Psychol. 2013;49(4):775-91. PubMed PMID: 22662767.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The home literacy environment and Latino head start children's emergent literacy skills. AU - Farver,Jo Ann M, AU - Xu,Yiyuan, AU - Lonigan,Christopher J, AU - Eppe,Stefanie, Y1 - 2012/06/04/ PY - 2012/6/6/entrez PY - 2012/6/6/pubmed PY - 2013/9/24/medline SP - 775 EP - 91 JF - Developmental psychology JO - Dev Psychol VL - 49 IS - 4 N2 - 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. SN - 1939-0599 UR - https://www.unboundmedicine.com/medline/citation/22662767/The_home_literacy_environment_and_Latino_head_start_children's_emergent_literacy_skills_ L2 - http://content.apa.org/journals/dev/49/4/775 DB - PRIME DP - Unbound Medicine ER -