Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers. Issue 4 (18th May 2016)

• Record Type: Journal Article
• Authors: Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.
• Is Part Of: Early education and development. Volume 27:Issue 4(2016)
• Page Start: 478
• Page End: 494
• Publication Date: 2016-05-18
• Subjects: Child development -- United States -- Periodicals; Child psychology -- United States -- Periodicals; Education, Preschool -- United States -- Periodicals; Early childhood education -- United States -- Periodicals; 372.21097305
• DOI: Http://www.tandfonline.com/doi/10.1080/10409289.2016.1082820
• Languages: English
• ISSNs: 1040-9289

Abstract

ABSTRACT: Research Findings : This study explored the relations between Spanish–English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures. Practice or Policy : The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed.