ERIC Number: ED588647
Record Type: Non-Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds
Wood, Carla; Fitton, Lisa; Rodriguez, Estrella
Grantee Submission, AERA Open v4 n2 Apr-Jun 2018
This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children's language abilities, as measured by a bilingual measure of morphosyntax and semantics. Children's reported interest in reading was also positively associated with their phonological awareness skills. HL was significantly related to child interest in reading and language performance. These findings suggest that home literacy plays a role in the language and literacy development of DLLs. [This article was published in "AERA Open" (EJ1194144).]
Descriptors: Family Literacy, Bilingual Students, Bilingual Education, Kindergarten, Young Children, Low Income Students, At Risk Students, Hispanic American Students, Spanish, English, Books, Parents as Teachers, Language Skills, Syntax, Semantics, Reading Interests, Phonological Awareness, Language Acquisition, Emergent Literacy, Reading Habits, Time on Task, Learner Engagement, Libraries, Reading Tests, Intelligence Tests, Verbal Ability, Vocabulary
Publication Type: Reports - Research; Journal Articles
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R305A130460