Abstract
The current study explored the literacy practices used by primary caregivers and Head Start teachers of low-income Latino children, examined the extent to which these practices are continuous, and investigated the role of continuity in home-school literacy practices on Latino preschoolers' emergent literacy development. Results showed that continuity in home-school global literacy practices, as well as in the use of high-challenging talk during book sharing interactions, was predictive of children's emergent literacy skills at the end of the Head Start year. By contrast, discontinuity in home-school book sharing styles led to higher emergent literacy outcomes. Results are discussed in relation to the importance of the home and preschool environments in supporting low-income Latino children's early literacy development.
Original language | English (US) |
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Pages (from-to) | 370-380 |
Number of pages | 11 |
Journal | Journal of Applied Developmental Psychology |
Volume | 35 |
Issue number | 4 |
DOIs | |
State | Published - Jul 2014 |
Keywords
- Book sharing interactions
- Emergent literacy
- Head start
- Home-school continuity
- Latino preschoolers
- Literacy practices
ASJC Scopus subject areas
- Developmental and Educational Psychology