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.
"The family plays a critical role in the development of successful patterns for lifelong learning. Several features of the home learning environment, such as maternal education, family income, and parenting practices, have been identified as important predictors of child outcomes (Bennett et al., 2002; Brooks-Gunn et al., 2000; Kagan et al., 1995). The landmark report, From Neurons to Neighborhoods, states, " striking disparities in what children know and can do are evident well before they enter kindergarten. "
[Show abstract][Hide abstract] ABSTRACT: This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the kindergarten teachers of both the children of teenage mothers in the Texas Home Instruction for Parents of Preschool Youngsters program and a matched control group. The survey consisted of five subsections: socioemotional development, approaches to learning, physical development, language development, and general knowledge. Results of independent samples t-tests indicated no statistical difference between the two groups. These results seem to suggest that the curriculum used by the Home Instruction for Parents of Preschool Youngsters program, which focuses on supporting parents as their child’s first teacher, helps to mitigate any potential negative effects on being a child of a teenage mother.
Journal of Early Childhood Research 06/2013; 13(2). DOI:10.1177/1476718X13479048
"The parents of children in both samples frequently read to their children, provided their children with numerous books, and felt literacy learning was important for their children. This may be resultant of our well-educated sample ; maternal education may explain home literacy activities and beliefs (Bennett et al., 2002; Skibbe et al., 2008). We point out that such favorable circumstances may not apply to other demographic groups and may have resulted in uncharacteristically high print-related competence in both groups of children. "
[Show abstract][Hide abstract] ABSTRACT: A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD.
Focus on Autism and Other Developmental Disabilities 03/2013; 28(1):14-25. DOI:10.1177/1088357612459270 · 1.05 Impact Factor
"Alternatively , they could have experienced more stress, trauma or other environmental events that may have interfered with their obtaining the required literacy skills (Noel et al., 2008). Furthermore, it is feasible that poor reading skills at ages 7 and 9 years may strongly predict lower educational outcomes at age 12 years, which could contribute to stress and poor self-esteem (Bennett et al., 2002). It is thought that even mild anxiety and depression may contribute to endorsement of psychotic-like experiences. "
[Show abstract][Hide abstract] ABSTRACT: The aim of this study was to use prospective data from the Avon Longitudinal Study of Parents and Children (ALSPAC) to examine the differences in literacy skills in children who later completed the psychotic like symptoms (PLIKS) interview at 12years of age. We further examined the association between literacy skills over time in relation to the likelihood of reporting psychotic experiences (PEs). This study examined data from n=6790 children from the ALSPAC cohort who participated in the PLIKS semi-structured interview. Literacy skills such as spelling, basic real and non-real word reading, and reading skills and comprehension were assessed by an ALSPAC spelling task, Wechsler Objective Reading Dimension, and the revised Neale Analysis of Reading Ability (NARA II) respectively. Relative to the group unaffected by PEs, we found a lower performance in all measurements of child literacy skills in those with suspected or definite PEs. The majority of these differences persisted after adjusting for a range of covariates. In addition, both a consistently low pattern of performance and a decline were associated with suspected or definite PEs. Implications for preventative intervention models focussed on children at risk of developing psychotic disorders are discussed within the context of speech and language development.
Schizophrenia Research 02/2013; 145(1-3). DOI:10.1016/j.schres.2012.12.025 · 3.92 Impact Factor
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