Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners

2021 ◽  
Vol 55 ◽  
pp. 1-14
Author(s):  
Rufan Luo ◽  
Amy Pace ◽  
Dani Levine ◽  
Aquiles Iglesias ◽  
Jill de Villiers ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Dual Language Learners ◽  
Literacy Environment ◽  
Learning Skills

scholarly journals Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway

2020 ◽  
pp. 1-20
Author(s):  
Veslemøy RYDLAND ◽  
Vibeke GRØVER
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Dual Language ◽  
Home Literacy Environment ◽  
Dual Language Learners ◽  
Cultural Perspective ◽  
Literacy Environment ◽  
Social And Emotional ◽  
Vocabulary Skills ◽  
Developmental Support

From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013).

Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners

2021 ◽  
Vol 57 ◽  
pp. 27-39
Author(s):  
J. Marc Goodrich ◽  
Christopher J. Lonigan ◽  
Beth M. Phillips ◽  
JoAnn M. Farver ◽  
Kimberly D. Wilson
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Home Language ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Environment ◽  
Vocabulary Growth

Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore

2000 ◽  
Vol 24 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Hui Li ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Literacy Education ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Older Children ◽  
Literacy Environment ◽  
Literacy Teaching ◽  
Character Identification ◽  
Better Than

Parents of 480 Chinese preschoolers in Beijing, Hong Kong, and Singapore reported on their involvement in literacy teaching, the home literacy environment, and their beliefs about language learning. The preschoolers, ranging in age from 2 to 6 years, completed the Preschool and Primary Chinese Literacy Scale (PPCLS), in individual sessions. Results indicated significant age and societal differences on the total PPCLS score and also on the following subscales: Character Identification, Visual and Auditory Discrimination, and Word Recognition. In all three societies, older children outperformed younger children on these subscales. Preschoolers from Hong Kong and Singapore did significantly better than those from Beijing. Despite sociocultural variations (e.g., status of the Chinese language, government directives regarding the age at which to start literacy teaching, documented goals of the preschool curriculum), which contributed to societal differences, home literacy education significantly contributed to the prediction of Chinese literacy attainment in Beijing, Hong Kong, and Singapore.

scholarly journals Early Childhood Literacy Skills: The Effect of Socioeconomic Status, Home Literacy Environment, and Social Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3769-3775
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Social Skills ◽  
First Grade ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Early Childhood Literacy ◽  
Children's Literacy

Literacy is an important skill that must be developed by a child for the next level of education, so it must be expected that parents help their children to develop reading habits at an early age. A family has a responsibility to provide rich experiences inside and outside the home that are very important for the development of children's literacy. This study aims to investigate the socio-economic status, home literacy environment, and social skills in early childhood literacy skills. The method used in this study is survey. A number of 120 students from first grade elementary school were recruited as samples. Parents of these children filled out questionnaires in the column of education and income of parents. Home literacy environment consists of literacy fasilities and parents-children activities at home, while social skills are obtained by measuring the ability to improve cooperative relationships, social sensitivity, adaptability, and communication. On the other hand, children's literacy skills are directly assessed by using tests. The research data was collected through questionnaires designed in the form of Likert scale and rating scale. The data is analyzed by using path analysis. The results of the research reveal a significant correlation between the socioeconomic status, home literacy environment, and social skills in literacy. The effect of socioeconomic status, home literacy environment, and social skills give direct positive influence on early childhood literacy skills.

scholarly journals Parental Perspectives on Storybook Reading in Indian Home Contexts

2021 ◽  
Author(s):  
Pooja Pandith ◽  
Sunila John ◽  
Monica L. Bellon-Harn ◽  
Vinaya Manchaiah
Keyword(s):  
Socioeconomic Status ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Storybook Reading ◽  
Reading Practices ◽  
Literacy Environment ◽  
Older Parents ◽  
Parental Perspectives ◽  
Literacy Environments ◽  
Parent Child

AbstractThe benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

2020 ◽  
pp. 027112142094258
Author(s):  
Melody Kung ◽  
Kelsey Stolz ◽  
Joyce Lin ◽  
Matthew E. Foster ◽  
Sara A. Schmitt ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Learners ◽  
Low Socioeconomic Status ◽  
Dual Language ◽  
Language Minority ◽  
Dual Language Learners ◽  
English Speakers ◽  
Low Socioeconomic ◽  
Predictive Role

Some evidence suggests that the home numeracy environment (HNE) is related to children’s numeracy. Socioeconomic status (SES) and language minority status can also influence children’s HNE and numeracy. Limited HNE research focuses on dual language learners (DLLs). Using a sample of preschool-aged children ( n = 98) from low socioeconomic status (SES) backgrounds, we examined differences between Spanish-speaking DLLs’ ( n = 37) and monolingual English speakers’ ( n = 61) numeracy, differences in HNEs, and predictive role of HNE on numeracy. Using frequentist and Bayesian t tests, we found that numeracy was not significantly different between DLLs and monolingual English speakers when DLLs’ numeracy was measured in English or in both English and Spanish. However, DLLs’ Spanish numeracy was lower than monolingual English speakers’ English numeracy, t(96) = 2.10, p = .038, Bayes factors (BF10) = 1.51. HNE did not significantly predict either group’s numeracy regardless of assessment language. This study is an important step toward understanding DLLs’ HNE and numeracy.

scholarly journals Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

2013 ◽  
Vol 38 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Zihan Shi
Keyword(s):  
English Language Learners ◽  
Identity Formation ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Language Attitudes ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Immigrant Parents ◽  
Literacy Environment

Intended for educators and researchers in the field of early childhoodeducation working with children from immigrant families, this articlefirst briefly addresses the relationship between home literacy environment and English language learners’ literacy development in both their heritage language and English. Second, through surveying the literature, I identify three different areas in which a home literacy environment influences English language learners’ literacy development: (a) through language attitudes and parental beliefs; (b) through identity formation; and (c) through literacy behaviour of immigrant parents. Some helpful strategies learned from the literature are provided for educators to use with newcomer families in support of children’s literacy development.

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