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

*Bijbehorende auteur voor dit werk

Onderzoeksoutput: ArticleAcademicpeer review

14 Citaten (Scopus)
306 Downloads (Pure)


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.

Originele taal-2English
Pagina's (van-tot)2042-2062
Aantal pagina's21
TijdschriftChild Development
Nummer van het tijdschrift6
Vroegere onlinedatum10-jul.-2020
StatusPublished - nov.-2020

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