Home Literacy Environment and Its Role in the Achievement of Preschoolers with Disabilities

Autor/inn/en	Carlson, Elaine; Bitterman, Amy; Jenkins, Frank
Titel	Home Literacy Environment and Its Role in the Achievement of Preschoolers with Disabilities
Quelle	In: Journal of Special Education, 46 (2012) 2, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910371229
Schlagwörter	Preschool Children; Receptive Language; Vocabulary Development; Reading Comprehension; Severity (of Disability); Emergent Literacy; Longitudinal Studies; Regression (Statistics); Family Environment; Academic Achievement; Predictor Variables; Scores; Grouping (Instructional Purposes); Cohort Analysis; Race; Ethnicity; Family Income; Mothers; Parent Education; Picture Books; Libraries; Racial Differences; African American Students; Hispanic American Students; White Students; Correlation; Rating Scales; Psychometrics; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Leseverstehen; Schweregrad; Frühleseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Familienmilieu; Schulleistung; Prädiktor; Grouping; Gruppenbildung; Kohortenanalyse; Rasse; Abstammung; Ethnizität; Familieneinkommen; Mother; Mutter; Parents education; Elternbildung; Elternschule; Picture book; Bilderbuch; Library; Bibliothek; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Korrelation; Rating-Skala; Psychometry; Psychometrie
Abstract	The purpose of this study was to examine the relationship between the home literacy environment of a nationally representative sample of preschoolers with disabilities and their subsequent receptive vocabulary and reading comprehension skills using data from the Pre-Elementary Education Longitudinal Study. Results from linear regressions indicated that only a small amount of the total variance in children's receptive language and passage comprehension skills was explained by the home literacy environment. However, the home literacy environment of 3- to 5-year-olds with less severe disabilities was a significant predictor of scores on a test of receptive vocabulary and reading comprehension in later years. The home literacy environment was not a significant predictor of receptive vocabulary or reading comprehension for children with moderate to severe disabilities. (Contains 4 tables and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10