The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children.

Yeomans-Maldonado, Gloria and Mesa, Carol and , Language and Reading Research Consortium (LARRC) (2021) The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. Early Childhood Research Quarterly, 57. pp. 271-284. ISSN 0885-2006

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Abstract

Purpose This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and students’ trajectories of growth from kindergarten (K) to grade 3 (G3). Method The sample included 259 Spanish-English bilingual children and their parents living in Arizona. We measured HLE and parental reading beliefs with a questionnaire administered to parents during the kindergarten year. Children completed measures of English and bilingual Spanish-English vocabulary in grades K to G3. Results Findings indicated that library use and reading habits and resources predicted skills at kindergarten, but not growth. Across all language outcomes, library use was the consistent factor associated with skills in kindergarten. Conclusion Given that HLE was associated with variability in children's vocabulary skills at kindergarten but not with vocabulary growth, this suggests that timely HLE supports are essential. Supports around library use show promise, given their significant associations with vocabulary skills in Spanish-English bilingual children.

Item Type:
Journal Article
Journal or Publication Title:
Early Childhood Research Quarterly
Additional Information:
This is the author’s version of a work that was accepted for publication in Early Childhood Research Quarterly. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Early Childhood Research Quarterly, 57, 2021 DOI: 10.1016/j.ecresq.2021.07.001
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3200/3204
Subjects:
ID Code:
159486
Deposited By:
Deposited On:
10 Sep 2021 09:05
Refereed?:
Yes
Published?:
Published
Last Modified:
11 Oct 2021 03:28