|
Sign In to gain access to subscriptions and/or personal tools.
|
Caregiver-Child Interactions and Early Literacy Development of Preschool Children From Low-Income Environments
Karen L. Rush
University of Oregon, krush{at}dorkwing.uoregon.edu
Children growing up in low-income environments have lower-than-average levels of reading achievement and higher-than-average rates of special education placement. Research suggests that this discrepancy can be linked to differences in experiences during the early childhood years. A group of Head Start children's (n = 39) early literacy skills (letter-naming, phoneme blending, and onset recognition) and expressive and receptive vocabulary skills were assessed and correlated with measures of caregiver-child interactions observed in the home. Caregivers also were asked to report rates of early literacy activities. Results indicated that the children in Head Start demonstrated a range of early literacy and language abilities, and variation in these skills was related to some aspects of the children's home environments. In particular, degree of caregiver involvement, rate of language interactions, and participation in early literacy activities were related to early literacy and language skills. This exploratory research provides a basis for experimental research to determine the effects of manipulating these caregiver variables on early literacy development.
Topics in Early Childhood Special Education, Vol. 19, No. 1,
3-14 (1999)
DOI: 10.1177/027112149901900101
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
B. L. Rodriguez, R. Hines, and M. Montiel
Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies During Shared Book Reading
Lang Speech Hear Serv Sch,
July 1, 2009;
40(3):
271 - 282.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
R. A. Ziolkowski and H. Goldstein
Effects of an Embedded Phonological Awareness Intervention During Repeated Book Reading on Preschool Children With Language Delays
Journal of Early Intervention,
December 1, 2008;
31(1):
67 - 90.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. M. Justice, A. Mashburn, K. L. Pence, and A. Wiggins
Experimental Evaluation of a Preschool Language Curriculum: Influence on Children's Expressive Language Skills
J Speech Lang Hear Res,
August 1, 2008;
51(4):
983 - 1001.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
L. M. Justice, R. P. Bowles, and L. E. Skibbe
Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory.
Lang Speech Hear Serv Sch,
July 1, 2006;
37(3):
224 - 235.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
R. R. Fewell and B. Deutscher
Contributions of Early Language and Maternal Facilitation Variables to Later Language and Reading Abilities
Journal of Early Intervention,
January 1, 2004;
26(2):
132 - 145.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. B. McCathren and J. H. Allor
Using Storybooks With Preschool Chirdren: Enhancing Language and Emergent Literacy
Young Exceptional Children,
July 1, 2002;
5(4):
3 - 10.
[PDF]
|
|
|
|
|
|
|
C. A. Marvin and N. J. Ogden
A Home Literacy Inventory: Assessing Young Children's Contexts for Emergent Literacy
Young Exceptional Children,
January 1, 2002;
5(2):
2 - 10.
[PDF]
|
|
|
|
|
|
|
S. R. McConnell, M. A. McEvoy, and J. S. Priest
"Growing" Measures for Monitoring Progress in Early Childhood Education: A Research and Development Process for Individual Growth and Development Indicators
Assessment for Effective Intervention,
January 1, 2002;
27(4):
3 - 14.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. R. McConnell
Assessment in Early Intervention and Early Childhood Special Education: Building on the Past to Project Into Our Future
Topics in Early Childhood Special Education,
January 1, 2000;
20(1):
43 - 48.
[Abstract]
[PDF]
|
|
|
|
|
