Understanding the Home Language and Literacy Environments of Head Start Families: Testing the Family Literacy Survey and Interpreting Its Findings

Abstract

The current study investigated the nature of Head Start children's home literacy environments and the associations between these resources and children's early-language and literacy skills. At the beginning of the preschool year, families of 302 children completed the Family Literacy Survey. In general, Head Start families reported providing a variety of activities for young children; however, variability was observed across families on several aspects of the home literacy environment. Findings also revealed that the average family reported employing academically focused activities approximately once or twice per week, whereas play-related activities took place significantly more often, close to every day. Implications for measuring the home literacy environments of families in poverty and for helping educators to build upon and strengthen these home environments are discussed.

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