Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children

This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants...

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Published inChild development Vol. 91; no. 6; pp. 2042 - 2062
Main Authors Mendive, Susana, Mascareño Lara, Mayra, Aldoney, Daniela, Pérez, J. Carola, Pezoa, José P.
Format Journal Article
LanguageEnglish
Published United States Wiley 01.11.2020
Blackwell Publishing Ltd
Subjects
Alphabets
Children
Emergent Literacy
Family Environment
Foreign Countries
Households
Interpersonal Communication
Kindergarten
Language
Language Acquisition
Language Usage
Latent class analysis
Literacy
Low Income Groups
Mothers
Parent Child Relationship
Parents as Teachers
Preschool Children
Reading Aloud to Others
Socioeconomic factors
Socioeconomic status
Talking
Vocabulary
Vocabulary Development
Chile
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Summary:This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low‐socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.
Bibliography:The primary funder of impact study was the Fundación Educacional Oportunidad in Santiago, Chile. Initial seed funding was also provided by the Harvard Graduate School of Education, the Harvard Center on the Developing Child, the David Rockefeller Center for Latin American Studies at Harvard University, and UNICEF’s Chile Country Office. Mendive acknowledges funding from Fondecyt Iniciación Project N°11140637 by the Chilean National Science and Technology Fund. Mendive also thanks Hirokazu Yoshikawa and Catherine Snow for their support in this project; and Patricio Cumsille for his support in analytic decisions during the project.
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ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13382