Literacy socialization in the homes of preschool children

For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children's and adult's reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children's literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child's literacy experiences at home in the assessment of the child's language and literacy needs is also highlighted.