Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children

Susana Mendive*, Mayra Mascareño Lara, Daniela Aldoney, J. Carola Perez, Jose P. Pezoa

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)
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Abstract

This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M-age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.

Original languageEnglish
Pages (from-to)2042-2062
Number of pages21
JournalChild Development
Volume91
Issue number6
Early online date10-Jul-2020
DOIs
Publication statusPublished - Nov-2020

Keywords

  • LOW-INCOME
  • PRESCHOOL-CHILDREN
  • INDIVIDUAL-DIFFERENCES
  • EMERGENT LITERACY
  • PRINT KNOWLEDGE
  • VOCABULARY
  • ACQUISITION
  • SKILLS
  • KINDERGARTEN
  • PREDICTORS

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