Home > Research > Publications & Outputs > The association of the home literacy environmen...

Electronic data

  • ECRQ_Final Submission_Accepted_LARRC HLE Growth

    Rights statement: 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

    Accepted author manuscript, 633 KB, PDF document

    Embargo ends: 10/02/23

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Links

Text available via DOI:

View graph of relations

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

Research output: Contribution to journalJournal articlepeer-review

Published
  • Gloria Yeomans-Maldonado
  • Carol Mesa
  • Language and Reading Research Consortium (LARRC)
Close
<mark>Journal publication date</mark>30/09/2021
<mark>Journal</mark>Early Childhood Research Quarterly
Volume57
Number of pages14
Pages (from-to)271-284
Publication StatusPublished
Early online date10/08/21
<mark>Original language</mark>English

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.

Bibliographic note

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