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Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children
Author(s) -
Mendive Susana,
Mascareño Lara Mayra,
Aldoney Daniela,
Pérez J. Carola,
Pezoa José P.
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13382
Subject(s) - literacy , socioeconomic status , psychology , developmental psychology , vocabulary , reading (process) , vocabulary development , language development , emergent literacy , psychological intervention , demography , teaching method , mathematics education , sociology , linguistics , population , pedagogy , philosophy , psychiatry
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 ( M age = 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.