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    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

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    Embargo ends: 10/02/23

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

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The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. / Yeomans-Maldonado, Gloria; Mesa, Carol; Language and Reading Research Consortium (LARRC).

In: Early Childhood Research Quarterly, Vol. 57, 30.09.2021, p. 271-284.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Yeomans-Maldonado, G, Mesa, C & 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, vol. 57, pp. 271-284. https://doi.org/10.1016/j.ecresq.2021.07.001

APA

Yeomans-Maldonado, G., Mesa, C., & 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, 271-284. https://doi.org/10.1016/j.ecresq.2021.07.001

Vancouver

Yeomans-Maldonado G, Mesa C, Language and Reading Research Consortium (LARRC). 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. 2021 Sep 30;57:271-284. https://doi.org/10.1016/j.ecresq.2021.07.001

Author

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

Bibtex

@article{5d65820858fe4245b8599e68f5c40cc4,
title = "The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children.",
abstract = "PurposeThis 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{\textquoteright} trajectories of growth from kindergarten (K) to grade 3 (G3).MethodThe 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.ResultsFindings 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.ConclusionGiven 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.",
keywords = "Latino families, Home literacy environment, Language Development",
author = "Gloria Yeomans-Maldonado and Carol Mesa and {Language and Reading Research Consortium (LARRC)} and Kate Cain",
note = "This is the author{\textquoteright}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",
year = "2021",
month = sep,
day = "30",
doi = "10.1016/j.ecresq.2021.07.001",
language = "English",
volume = "57",
pages = "271--284",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

RIS

TY - JOUR

T1 - The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children.

AU - Yeomans-Maldonado, Gloria

AU - Mesa, Carol

AU - Language and Reading Research Consortium (LARRC)

AU - Cain, Kate

N1 - 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

PY - 2021/9/30

Y1 - 2021/9/30

N2 - PurposeThis 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).MethodThe 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.ResultsFindings 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.ConclusionGiven 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.

AB - PurposeThis 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).MethodThe 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.ResultsFindings 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.ConclusionGiven 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.

KW - Latino families

KW - Home literacy environment

KW - Language Development

U2 - 10.1016/j.ecresq.2021.07.001

DO - 10.1016/j.ecresq.2021.07.001

M3 - Journal article

VL - 57

SP - 271

EP - 284

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -