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Home and school emergent literacy practices of Latino children in a bilingual Head Start center

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Surprisingly, though, there are only a few studies that have focused on the home and preschool literacy experiences of Latino children, and little research has focused specifically on the early literacy development of Latino dual-language learners. Thus, the overall aims of this project were (1) to examine the literacy practices (both global and narrative) used by the primary caregivers and teachers of Latino dual-language learners from diverse backgrounds attending a bilingual Head Start Center, and (2) to explore the relation between these practices and children's emergent literacy development. Specifically, study 1, entitled Home Literacy Practices and the Emergent Literacy Development of Low-Income Latino Preschoolers, explored the emergent literacy practices used by caregivers (primarily mothers) of Latino dual-language learning children enrolled in Head Start classrooms, and examined the relation between these practices and children's emergent literacy outcomes. Study 2, Head Start Classroom Literacy Practices and the Emergent Literacy Development of Low-Income Latino Preschoolers, explored the emergent literacy practices used by teachers of Latino children enrolled in Head Start classrooms, and examined the relation between these practices and children's emergent literacy outcomes. Finally, Study 3, Continuity in Home and School Literacy Practices and the Emergent Literacy Development of Low-Income Latino Preschoolers, went beyond examining the individual contributions of home and school literacy practices, and explored the extent to which these practices are aligned -- or continuous. Specifically, the study focused on how the emergent literacy skills of Latino children enrolled in bilingual Head Start classrooms are influenced by the extent to which home-school literacy practices (global and narrative) are continuous (or aligned). The study further considered whether the relation between the continuity of home-school narrative practices and children's emergent literacy skills varied based on children's age. Together, the three studies provided an importance glimpse into the everyday home and preschool emergent literacy experiences of Latino dual-language learners. (author abstract)
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Reports & Papers
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Country:
United States

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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