The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills
The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills
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DOI：
10.1037/a0028766
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发表时间：
2013-04-01
影响因子：
4
通讯作者：
Eppe, Stefanie
中科院分区：
文献类型：
--
作者：
Farver, Jo Ann M.;Xu, Yiyuan;Eppe, Stefanie
本研究考察了儿童在进入幼儿园时的早期英语和西班牙语读写能力，以调查这些技能与家庭母语和读写实践之间的联系模式。参与者是392个主要是拉丁裔移民（85%）家庭及其子女。母亲们完成了关于家庭和家庭识字环境（HLE）的调查问卷，并在学前班开始时用英语和西班牙语测量了儿童的新兴识字技能。项目助理到母亲家中采访，统计与扫盲有关的材料的存在情况。结构方程模型的结果显示，三种识字前技能在英语和西班牙语内部和跨语言中显著相关，表明这些早期识字前技能可能跨语言转移。在英语高水平儿童中，父母读写相关行为、兄弟姐妹子女阅读、家庭读写资源均与儿童英语口语能力相关，其英语印刷知识与家庭资源相关。在西班牙语高水平儿童中，只有父母的读写能力相关行为与儿童的西班牙语口语和文字知识技能相关。英语HLE的任何方面与儿童的西班牙语前读写能力之间都没有显著的跨语言关系，而父母的西班牙语读写相关行为与儿童的英语口语和语音意识技能呈负相关。考虑到口语和词汇在促进儿童识字方面的重要性，这些结果表明，父母可以在两种语言中都支持这种技能，但它们的相对影响似乎是在语言内部而不是跨语言。
This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about their families and their home literacy environment (HLE), and children's emergent literacy skills were measured in English and Spanish at the outset of the preschool year. Project assistants interviewed mothers in their homes and tallied the presence of literacy-related materials. Results of structural equation modeling showed that the 3 preliteracy skills were significantly associated within and across English and Spanish, suggesting the possible transfer of these early preliteracy skills across languages. For the English language HLE, parents' literacy-related behaviors, sibling child reading, and families' literacy resources were all associated with children's English oral language skills, and their English print knowledge was associated with their home resources. For the Spanish language HLE, only parents' literacy-related behaviors were related to children's Spanish oral language and print knowledge skills. There were no significant cross-linguistic relations between any aspect of the English HLE and children's Spanish preliteracy skills, whereas parents' literacy-related behaviors in Spanish were negatively associated with children's English oral language and phonological awareness skills. Given the importance of oral language and vocabulary in promoting children's literacy, these results indicate that parents can support this skill in both languages, but their relative impact seems to be within rather across language.