The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children

Autor/inn/en	Yeomans-Maldonado, Gloria; Mesa, Carol
Titel	The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
Quelle	57 (2021), S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Correlation; Family Environment; English (Second Language); Spanish; Second Language Learning; Parent Attitudes; Reading Attitudes; Kindergarten; Elementary School Students; Grade 1; Grade 2; Grade 3; Bilingualism; Family Literacy; Reading Habits; Reading Materials; Libraries; Vocabulary Skills; Language Tests; Intelligence Tests; Verbal Ability; Prediction; Reading Comprehension; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Familienmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Zweitsprachenerwerb; Elternverhalten; Reading behavior; Rading behaviour; Leseverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Bilingualismus; Reading habit; Lesegewohnheit; Library; Bibliothek; Aktiver Wortschatz; Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung; Vorhersage; Leseverstehen
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. [This paper was prepared by the Task Force of the Language and Reading Research Consortium (LARRC) consisting of Gloria Yeomans-Maldonado (Convener), Carol Mesa, Ann A. O'Connell, and Laida Restrepo.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01