NEIGHBORHOOD SOCIOECONOMIC WELL‐BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT‐RISK PRESCHOOLERS

John Mark Froiland · Karen E. Diamond · Seung-Hee Claire Son

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Reading and Literacy Development Early Childhood Education and Development Parental Involvement in Education

Abstract

In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well‐being, home literacy (parent–child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well‐being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter‐word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at‐risk preschoolers is discussed.

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1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2007The Bioecological Model of Human Development 2007School readiness and later achievement.2013Structural Equation Modeling With AMOS 2000The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes.1998Child Development and Emergent Literacy 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 8 2016National Association for the Education of Young Children

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2020A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets 2020The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore 2016Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice 2020Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners

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