Department of Teaching, Learning and Teacher Education
Date of this Version
7-2016
Citation
Published in Early Childhood Education Journal, 2016. DOI 10.1007/s10643-016-0809-7
Abstract
This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre- LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
Comments
Copyright © 2016 Springer Science+Business Media New York. Used by permission. “The final publication is available at link.springer.com”.