Children’s acquisition of early literacy skills: examining family contributions

Department of Psychology and Human Development, Vanderbilt University, Box 512 Peabody, Nashville, TN 37203, USA; Cooperative Extension University of Nevada, Reno, Mail Stop 140, Reno, NV 89557, USA; Department of Human Development and Family Studies, University of Nevada, Reno, Mail Stop 140, Reno, NV 89557, USA
Early Childhood Research Quarterly (Impact Factor: 1.67). 01/2002; DOI: 10.1016/S0885-2006(02)00166-7

ABSTRACT A study of 143 families and their preschool-age children was undertaken to examine the relationship between the family environment and children’s language and literacy skills. This research was guided by three models hypothesized by Snow, Barnes, Chandler, Goodman, and Hemphill (1991) to explain the family’s contribution to children’s acquisition of language and literacy. The three theoretical models examined in this study were: Family as Educator, Resilient Family, and Parent–Child Care Partnership. Confirmatory factor analysis (CFA) and structural equation modeling were used to estimate latent constructs and structural models, respectively. Results showed that only the Family as Educator model was significantly related to child language and literacy outcomes (i.e., book-related knowledge, receptive language skills, and expressive language skills). Implications for future researchers and educational practice are discussed.

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