Home language and literacy environments at the age of four
Determinants and their relation to reading comprehension up to age nine ( Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años )
Bibliographic Data
| ID | 21479640 |
|---|---|
| Authors | Susana Mendive (0000-0002-9436-3974, Pontificia Universidad Católica de Chile, corresponding author), D Aldoney (0000-0002-7679-1991, Universidad del Desarrollo), Mayra Mascareño (0000-0002-9195-7152, University of Groningen), José Pezoa (0000-0002-4837-9289, Pontificia Universidad Católica de Chile), Erika Hoff (0000-0002-5850-6958, Florida Atlantic University) |
| Year | 2022 |
| Volume | 45 |
| Issue | 2 |
| Pages | 446-477 |
| Publication date | 2022-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL) |
| Journal identifiers | ISSN: 0210-3702 • E-ISSN: 1578-4126 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1080/02103702.2021.2015226 |
| OpenAlex | W4214527767 |
| Language | EN |
| Citations received | 7 |
| References cited | 34 |
This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels
Art · Comprehension · Developmental psychology · Humanities · Linguistics · Literacy · Pedagogy · Reading comprehension · Child Development and Digital Technology · Computer Science · Literacy and Educational Practices · Philosophy · Psychology · Reading and Literacy Development
Impacts of a personalized book giveaway intervention in low-SES households
Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego
Scoping review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China
Paternal and maternal predictors of affective and cognitive involvement of three-year-old Chilean children in Chile ( Predictores del involucramiento afectivo y cognitivo de padres y madres con sus hijas/os de tres años en Chile )
Child development lags and learning trajectories in primary school in Uruguay
Family socioeconomic status and Chinese preschoolers’ early academic skills
Exploring the role of parental education and the home literacy environment on literacy development in rural Chinese school-aged children / Exploración del papel del nivel educativo parental y el entorno de alfabetización en el hogar en el desarrollo de la alfabetización en niños rurales chinos en edad escolar
Social Skills Rating System
Variations in the Home Literacy Environment of Preschool Children
Examining an Extended Home Literacy Model
Parental Involvement in the Development of Children’s Reading Skill
Relations between socio‐cultural factors, the home literacy environment and children's literacy development in the first years of primary education
Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
From reminiscing to reading
The Role of Family and Home in the Literacy Development of Children from Low-Income Backgrounds
The long-term role of the home learning environment in shaping students’ academic attainment in secondary school
The persistence of preschool effects
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
Socioeconomic differences in reading trajectories
To read or not to read
Strategies for Dealing with Conflicts in Value Positions between Home and School
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |