Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills

10.1002/cd.16 ◽  
2001 ◽  
Vol 2001 (92) ◽  
pp. 73 ◽  
Author(s):  
Pia Rebello Britto ◽  
Jeanne Brooks-Gunn
Keyword(s):  
African American ◽  
Low Income ◽  
Home Literacy ◽  
Book Reading ◽  
Shared Book Reading

scholarly journals A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss

2017 ◽  
Vol 38 (4) ◽  
pp. 441-454 ◽  
Author(s):  
Jean L. DesJardin ◽  
Carren J. Stika ◽  
Laurie S. Eisenberg ◽  
Karen C. Johnson ◽  
Dianne M. Hammes Ganguly ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Shared Book Reading ◽  
Literacy Environment ◽  
Longitudinal Investigation ◽  
Children With Hearing Loss

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors

2016 ◽  
Vol 18 (3) ◽  
pp. 338-372 ◽  
Author(s):  
Brook E Sawyer ◽  
Lauren M Cycyk ◽  
Lia E Sandilos ◽  
Carol S Hammer
Keyword(s):  
African American ◽  
Early Literacy ◽  
Puerto Rican ◽  
Low Income ◽  
The United States ◽  
Home Literacy Environment ◽  
Influential Factors ◽  
Home Literacy ◽  
Literacy Environment ◽  
Reading Interest

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children’s development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents’ reading interest/ability, child’s reading interest, parents’ commitment to child’s success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.

Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading

2010 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Jorge E. Gonzalez ◽  
Sharolyn Pollard-Durodola ◽  
Deborah C. Simmons ◽  
Aaron B. Taylor ◽  
Matthew J. Davis ◽  
...  
Keyword(s):  
Social Studies ◽  
Low Income ◽  
Vocabulary Knowledge ◽  
Book Reading ◽  
Shared Book Reading ◽  
Science Vocabulary

scholarly journals The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

2016 ◽  
Vol 59 (5) ◽  
pp. 1159-1171 ◽  
Author(s):  
Dana Bitetti ◽  
Carol Scheffner Hammer
Keyword(s):  
Low Income ◽  
Positive Impact ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Bilingual Children ◽  
Narrative Development ◽  
Literacy Environment ◽  
English Bilingual ◽  
The Impact

Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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