Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?

Adina R. Schick

doi:10.1016/j.appdev.2014.05.006

Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?

Adina R. Schick

Applied Psychology

Research output: Contribution to journal › Article › peer-review

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)
Pages (from-to)	370-380
Number of pages	11
Journal	Journal of Applied Developmental Psychology
Volume	35
Issue number	4
DOIs	https://doi.org/10.1016/j.appdev.2014.05.006
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

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10.1016/j.appdev.2014.05.006

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title = "Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?",

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.",

keywords = "Book sharing interactions, Emergent literacy, Head start, Home-school continuity, Latino preschoolers, Literacy practices",

author = "Schick, {Adina R.}",

note = "Funding Information: The study was supported by a grant from the Department of Health and Human Services, Administration for Children and Families (Grant # 90YR0034). The author would like to thank Gigliana Melzi for her invaluable mentoring and support, Jaime Kahhat for his statistical guidance, and Silvia Ni{\~n}o for assisting with data collection, transcription, and coding.",

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N2 - 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.

AB - 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.

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Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?

Abstract

Keywords

ASJC Scopus subject areas

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