Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds

Autor/inn/en	Wood, Carla; Fitton, Lisa; Rodriguez, Estrella
Titel	Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds
Quelle	In: AERA Open, 4 (2018) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wood, Carla) ORCID (Fitton, Lisa) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Family Literacy; Bilingual Students; Bilingual Education; Kindergarten; Young Children; Low Income Students; At Risk Students; Hispanic American Students; Spanish Speaking; English Language Learners; Books; Parents as Teachers; Language Skills; Syntax; Semantics; Reading Interests; Phonological Awareness; Language Acquisition; Emergent Literacy; Reading Habits; Learner Engagement; Libraries; Socioeconomic Status; Vocabulary; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Frühe Kindheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Book; Buch; Monographie; Monografie; Language skill; Sprachkompetenz; Semantik; Leseinteresse; Sprachaneignung; Spracherwerb; Frühleseunterricht; Reading habit; Lesegewohnheit; Library; Bibliothek; Socio-economic status; Sozioökonomischer Status; Wortschatz
Abstract	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. [For the corresponding grantee submission, see ED588647.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01