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Research Article
Research Article
April 2005

The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills

Publication: Journal of Speech, Language, and Hearing Research
Volume 48, Number 2
Pages 345-359

Abstract

This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent literacy skills between the ages of 3 and 5 years. Study participants were 72 African American children and their mothers or primary guardians primarily from low-income families whose home literacy environment and development have been followed since infancy. Annually, between 18 months and 5 years of age, the children's mothers were interviewed about the frequency they read to their child and how much their child enjoyed being read to, and the overall quality and responsiveness of the home environment were observed. Mothers also were observed reading to their child once a year at 2, 3, and 4 years of age, and maternal sensitivity and types of maternal book reading strategies were coded. Children's receptive and expressive language and vocabulary were assessed annually between 3 years of age and kindergarten entry, and emergent literacy skills were assessed at 4 years and kindergarten entry. The specific home literacy practices showed moderate to large correlations with each other, and only a few significant associations with the language and literacy outcomes, after controlling for maternal education, maternal reading skills, and the child's gender. The global measure of overall responsiveness and support of the home environment was the strongest predictor of children's language and early literacy skills and contributed over and above the specific literacy practice measures in predicting children's early language and literacy development.

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Information & Authors

Information

Published In

Journal of Speech, Language, and Hearing Research
Volume 48Number 2April 2005
Pages: 345-359

History

  • Received: Apr 26, 2004
  • Accepted: Jun 21, 2004
  • Published in issue: Apr 1, 2005

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Keywords

  1. home literacy
  2. language
  3. emergent literacy
  4. preschool children

Authors

Affiliations

Joanne Roberts [email protected]
Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill
Julia Jergens
Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill
Margaret Burchinal
Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill

Notes

Contact author: Joanne E. Roberts, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Road, CB# 8180, Chapel Hill, NC 27599-8180. E-mail: [email protected]

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  • Facilitating Family Literacy Activities in Mexico, Perspectives on Global Issues in Communication Sciences and Related Disorders, 10.1044/gics2.2.73, 2, 2, (73-81), (2018).
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  • Emergent Literacy in Children With Autism: An Exploration of Developmental and Contextual Dynamic Processes, Language, Speech, and Hearing Services in Schools, 10.1044/0161-1461(2012/10-0083), 43, 3, (308-324), (2018).
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