NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS.
Saved in:
| Title: | NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS. |
|---|---|
| Authors: | Froiland, John Mark, Powell, Douglas R., Diamond, Karen E., Son, Seung‐Hee Claire |
| Source: | Psychology in the Schools. Sep2013, Vol. 50 Issue 8, p755-769. 15p. 2 Diagrams, 3 Charts. |
| Subjects: | Literacy & society, Psychology of preschool children, Well-being, Developmental psychology research, Structural equation modeling |
| Abstract: | In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent-child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well-being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter-word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at-risk preschoolers is discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent-child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well-being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter-word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at-risk preschoolers is discussed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00333085 |
| DOI: | 10.1002/pits.21711 |
