The home literacy environment and Latino head start children's emergent literacy skills.

2013 ◽  
Vol 49 (4) ◽  
pp. 775-791 ◽  
Author(s):  
Jo Ann M. Farver ◽  
Yiyuan Xu ◽  
Christopher J. Lonigan ◽  
Stefanie Eppe
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Literacy interest, home literacy environment and emergent literacy skills in preschoolers

2018 ◽  
Vol 42 (1) ◽  
pp. 150-161 ◽  
Author(s):  
Julia M. Carroll ◽  
Andrew J. Holliman ◽  
Francesca Weir ◽  
Alison E. Baroody
Keyword(s):  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

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