Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children

dc.creatorMendive, Susana
dc.creatorMascareño Lara, Mayra
dc.creatorAldoney, Daniela
dc.creatorPérez, Carola
dc.creatorPezoa, José P.
dc.date.accessioned2021-10-28T14:59:48Z
dc.date.accessioned2023-05-19T14:54:26Z
dc.date.available2021-10-28T14:59:48Z
dc.date.available2023-05-19T14:54:26Z
dc.date.created2021-10-28T14:59:48Z
dc.date.issued2020
dc.identifierChild Development, November/December 2020, Volume 91, Number 6, Pages 2042–2062
dc.identifierhttps://doi.org/10.1111/cdev.13382
dc.identifierhttp://hdl.handle.net/11447/4965
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6303843
dc.description.abstractThis study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed
dc.languageen_US
dc.titleHome Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
dc.typeArticle


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