Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support

Quiroz, Blanca; Snow, Catherine E.; Zhao, Jing

doi:10.1177/1367006910370919

Cited by 137 publications

(183 citation statements)

References 26 publications

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“…However, similar aspects of the HLE, such as book-reading frequency and possession of literacy materials, demonstrated a relationship with the English receptive and expressive vocabulary and oral language measures of preschool-and school-age children in cross-sectional studies (Duursma et al, 2007;Farver et al, 2006;Farver, Xu, Lonigan, & Eppe, 2013;Quiroz, Snow, & Zhao, 2010). For example, the number of English literacy materials in the home was positively associated with English receptive language abilities (Farver et al, 2013).…”

Section: Home Literacy Environmentmentioning

confidence: 96%

“…It is reasonable to assume that similar aspects of the HLE should be investigated for their potential impact on narrative abilities. In particular, lexical diversity should be investigated because of the demonstrated relationship between the HLE and English vocabulary (Farver et al, 2006;Quiroz et al, 2010). Furthermore, the studies described in this section demonstrate that the HLE and children's outcomes are related at one point in time, but it is difficult to conclude whether the HLE has an impact on narrative development.…”

Section: Home Literacy Environmentmentioning

confidence: 99%

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The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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Section: Home Literacy Environmentmentioning

confidence: 96%

Section: Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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“…Such variation in environments can affect the rate at which emergent literacy skills are learned in each language (Hoff and Core, 2013). The variation in home literacy environment depends on factors such as the proficiency of the family members in each language, involvement in literacy based activities at home, and cultural factors (Quiroz et al, 2010). All children in this study were exposed predominantly to Tamil at home and predominantly to English at school, although both the languages were used to varying extents in the both the contexts.…”

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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“…With the highest number of people living without basic literacy, India is also battling teacher shortages (Katiyar, 2016;UNESCO, 2014;Singh, 2016) and insufficient educational resources (McSwain, 2010;Mugambi, 2015). In particular, a reading culture is absent in the country, because of which scholars highlight the need to foster home literacy (Lukie et al, 2014;Sims & Coley, 2016) and the involvement of parents, especially mothers (Reese, 1995) in literacy activities such as reading (Levin & Aram, 2012;Aram & Levin, 2002;Quiroz, Snow & Zhao, 2010). …”

Section: Language and Literacymentioning

confidence: 99%

“…The literature evidences the benefits of fostering home literacy (Lukie et al, 2014;Sims & Coley, 2016) and adds that involving parents and particularly mothers in activities such as story reading with their child further promotes child literacy (Levin & Aram, 2012;Aram & Levin, 2002) and vocabulary-building (Quiroz, Snow & Zhao, 2010).…”

Section: So I Think Also To Create Fun Around Reading Where It Is Nomentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support

Cited by 137 publications

References 26 publications

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

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

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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