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Home and School Emergent Literacy Practices of Latino Dual-Language Learners in a Bilingual Head Start

Building on an existing partnership, the proposed study seeks to examine the continuities and discontinuities between the home and school literacy practices of Latino dual-language learners. The primary objectives include: (1) investigating the literacy practices used by mothers and teachers of Latino dual-language learners enrolled in bilingual Head Start classrooms, and determining the extent to which these practices are continuous (or aligned); and (2) exploring the relationship between the degree of continuity in home-school literacy practices and children's emergent literacy skills. To address the first objective, home and school literacy practices will be assessed using an adaptation of the FACES surveys and an observational measure of parent-child and teacher-class book sharing interactions. For the second objective, children's oral language skills will be assessed in both Spanish and English, and print-related literacy skills will be assessed and observed using three measures. Results of this study will be used to collaborate with parents, teachers, and directors of the Head Start center on developing a classroom oral storytelling curriculum which will build on the home literacy practices. The findings will suggest ways in which Head Start programs serving children from Latino backgrounds might help support children's narrative skills and overall academic achievement.
Resource Type:
Administration for Children and Families/OPRE Projects
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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