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The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes.
J Exp Child Psychol. 2018 Feb; 166:581-603.JE

Abstract

There is a growing body of evidence indicating that home literacy and numeracy environments are predictive of children's literacy and numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and numeracy outcomes and between the home numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and numeracy environments to children's literacy and numeracy outcomes both within and across domains. Participants were 114 preschool children and their parents. Children ranged in age from 3.01 to 5.17 years (M = 4.09 years) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy (code-related practices and storybook reading) and numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and numeracy skills. Four mixed-effects regression analyses were conducted to predict each of the child outcomes. Results indicate that although code-related literacy practices and storybook reading were not broadly predictive of children's literacy and numeracy outcomes, the home numeracy environment was predictive of numeracy and definitional vocabulary outcomes. These findings demonstrate a relation between the home numeracy environment and children's language development and contribute to the growing body of research indicating the important relations between early numeracy and language development.

Authors+Show Affiliations

Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA. Electronic address: anapoli@purdue.edu.Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA. Electronic address: purpura@purdue.edu.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

29102840

Citation

Napoli, Amy R., and David J. Purpura. "The Home Literacy and Numeracy Environment in Preschool: Cross-domain Relations of Parent-child Practices and Child Outcomes." Journal of Experimental Child Psychology, vol. 166, 2018, pp. 581-603.
Napoli AR, Purpura DJ. The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes. J Exp Child Psychol. 2018;166:581-603.
Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581-603. https://doi.org/10.1016/j.jecp.2017.10.002
Napoli AR, Purpura DJ. The Home Literacy and Numeracy Environment in Preschool: Cross-domain Relations of Parent-child Practices and Child Outcomes. J Exp Child Psychol. 2018;166:581-603. PubMed PMID: 29102840.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes. AU - Napoli,Amy R, AU - Purpura,David J, Y1 - 2017/11/02/ PY - 2017/01/09/received PY - 2017/10/03/revised PY - 2017/10/03/accepted PY - 2017/11/6/pubmed PY - 2018/6/7/medline PY - 2017/11/6/entrez KW - Early numeracy KW - Emergent literacy KW - Home literacy environment KW - Home numeracy environment KW - Mathematics KW - Parent-child practices KW - Preschool SP - 581 EP - 603 JF - Journal of experimental child psychology JO - J Exp Child Psychol VL - 166 N2 - There is a growing body of evidence indicating that home literacy and numeracy environments are predictive of children's literacy and numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and numeracy outcomes and between the home numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and numeracy environments to children's literacy and numeracy outcomes both within and across domains. Participants were 114 preschool children and their parents. Children ranged in age from 3.01 to 5.17 years (M = 4.09 years) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy (code-related practices and storybook reading) and numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and numeracy skills. Four mixed-effects regression analyses were conducted to predict each of the child outcomes. Results indicate that although code-related literacy practices and storybook reading were not broadly predictive of children's literacy and numeracy outcomes, the home numeracy environment was predictive of numeracy and definitional vocabulary outcomes. These findings demonstrate a relation between the home numeracy environment and children's language development and contribute to the growing body of research indicating the important relations between early numeracy and language development. SN - 1096-0457 UR - https://www.unboundmedicine.com/medline/citation/29102840/The_home_literacy_and_numeracy_environment_in_preschool:_Cross_domain_relations_of_parent_child_practices_and_child_outcomes_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-0965(17)30014-0 DB - PRIME DP - Unbound Medicine ER -