The formative role of home literacy experiences across the first three years of life in children from low-income families

Rodriguez, Eileen T.; Tamis-LeMonda, Catherine S.; Spellmann, Mark; Pan, Barbara Alexander; Raikes, Helen H.; Lugo‐Gil, Julieta; Luze, Gayle

doi:10.1016/j.appdev.2009.01.003

Cited by 207 publications

(122 citation statements)

References 59 publications

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“…According to one national study (NICHD), only 25% of 3-to 5-year-old children from low-income families had 10 or more books at home, whereas almost 50% of children from more affluent households did (Bradley et al 2001). SES disparities are also seen in the quality and variety of books and the richness of linguistically and cognitively stimulating toys (e.g., crayons, alphabet blocks) that children have at home (McGill-Franzen et al 2002, Rodriguez et al 2009, Froiland et al 2013. Such inequality in children's access to learning materials expands from the home setting to the school and community.…”

Section: Availability Of Learning Materials: Resources At Home and Inmentioning

confidence: 99%

“…For example, a national representative study of low-income families suggested that the richness of the literacy environment across the first 3 years of life was associated with children's receptive and expressive language skills at 14, 24, and 36 months (Rodriguez et al 2009). Access to learning materials also covaries with other aspects of the home learning environment that support language growth.…”

Section: Availability Of Learning Materials: Resources At Home and Inmentioning

confidence: 99%

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Identifying Pathways Between Socioeconomic Status and Language Development

Pace

Luo

Hirsh‐Pasek

et al. 2017

Annu. Rev. Linguist.

329

169

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Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development-child characteristics, parent-child interaction, and availability of learning resources-recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.

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Section: Availability Of Learning Materials: Resources At Home and Inmentioning

confidence: 99%

Section: Availability Of Learning Materials: Resources At Home and Inmentioning

confidence: 99%

Identifying Pathways Between Socioeconomic Status and Language Development

Pace

Luo

Hirsh‐Pasek

et al. 2017

Annu. Rev. Linguist.

329

169

View full text Add to dashboard Cite

show abstract

“…En particular, el conocimiento de palabras -el vocabulario del lenguaje oral-desempeña un papel crítico en los futuros logros relativos a la lectura (Dickinson, McCabe y Essex, 2006). Por consiguiente, la participación en actividades de alfabetización, como la lectura de libros en grupo, provee a los niños de una base crítica para el desarrollo del lenguaje y alimenta procesos orientados a la alfabetización (Rodríguez y otros, 2009). …”

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Protección Social en América Latina La Desigualdad en el Banquillo

Sojo¹

2017

ECLAC Books

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“…According to Niklas and Schneider (2013), aspects of home literacy environment such as parental reading, reading to the child, and the number of books in a household can predict children's emergent literacy skills such as vocabulary and phonological awareness. Rodriguez et al (2009), from their study, concluded that it is important to have age-appropriate literacy materials at home as they are significant tools for facilitating children's engagement in literacy activities and parent-child interactions. The importance of having books and literacy-related materials at home, which are accessible to the child, has been discussed in various other studies (Weinberger, 1996;Weigel et al, 2006aWeigel et al, , 2006bNiklas, 2015;Park, 2008;Snow et al, 1998;Evans et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Development of a home literacy environment questionnaire for Tamil-speaking kindergarten children

Buvaneswari

Padakannaya

2017

Lang Test Asia

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Background: The development of emergent literacy skills depends upon the literacy environments and experiences of children at home. Children's home literacy environment is closely related to the development of various aspects of emergent literacy like letter knowledge, phonological awareness, and vocabulary. Dimensions of home literacy environment, such as physical (literacy) environment, child's own literacy habits, parental literacy habits, parent-child interaction for language and literacy activities, and parental beliefs about literacy, have been reported in literature. Methods: The present study describes the construction of a home literacy environment questionnaire for Tamil-speaking kindergarten children in the Indian context. The various dimensions of home literacy environment were described, and items related to each dimension were listed. Seventeen judges rated each item on a five-point Likert scale ranging from 0 (no fit) to 4 (excellent fit). Their comments/ remarks/opinion, specific to an item or dimension, were also taken. The rating responses were analyzed for content validity and internal consistency. Results: Content validity index was calculated at item level as well as scale level. The items in each subscale/dimension which had the item level content validity index scores higher than 0.78 were included in the final questionnaire and the other items were rejected. The scale level content validity index scores were higher than 0.90, indicating good content validity. Cronbach's alpha was calculated as a measure of internal consistency. Cronbach's alpha values were lower than 0.7 for three domains: physical environment, parent literacy habits, and parental beliefs. Conclusions: The questionnaire developed promises to be a useful tool to evaluate the home literacy environment of Tamil children who undergo formal education in English medium schools like in India. The questionnaire developed and presented here can help in collecting reliable data to make informed decisions about children's (whether typically developing or with developmental disabilities) home literacy environment.

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The formative role of home literacy experiences across the first three years of life in children from low-income families

Cited by 207 publications

References 59 publications

Identifying Pathways Between Socioeconomic Status and Language Development

Identifying Pathways Between Socioeconomic Status and Language Development

Protección Social en América Latina La Desigualdad en el Banquillo

Development of a home literacy environment questionnaire for Tamil-speaking kindergarten children

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