TY - JOUR
T1 - The formative role of home literacy experiences across the first three years of life in children from low-income families
AU - Rodriguez, Eileen T.
AU - Tamis-LeMonda, Catherine S.
AU - Spellmann, Mark E.
AU - Pan, Barbara A.
AU - Raikes, Helen
AU - Lugo-Gil, Julieta
AU - Luze, Gayle
PY - 2009/11
Y1 - 2009/11
N2 - This longitudinal investigation focused on the language and literacy environments of 1046 children from low-income families across children's first three years of life. Children's language and cognitive abilities at 14, 24, and 36 months of age were examined in relation to the frequency of children's participation in literacy activities, the quality of mothers' engagements with their children, and the provision of age-appropriate learning materials. Each aspect of the literacy environment uniquely contributed to the prediction of children's language and cognitive skills at each age, beyond child and family characteristics. Similarly, literacy experiences at each of the three ages explained unique variance in children's 36-month language and cognitive skills. These findings point to the importance of targeting multiple aspects of the literacy environment, already by the first year of life, as a means to supporting the development of young children from low-income families.
AB - This longitudinal investigation focused on the language and literacy environments of 1046 children from low-income families across children's first three years of life. Children's language and cognitive abilities at 14, 24, and 36 months of age were examined in relation to the frequency of children's participation in literacy activities, the quality of mothers' engagements with their children, and the provision of age-appropriate learning materials. Each aspect of the literacy environment uniquely contributed to the prediction of children's language and cognitive skills at each age, beyond child and family characteristics. Similarly, literacy experiences at each of the three ages explained unique variance in children's 36-month language and cognitive skills. These findings point to the importance of targeting multiple aspects of the literacy environment, already by the first year of life, as a means to supporting the development of young children from low-income families.
KW - Cognitive development
KW - Language development
KW - Literacy
KW - Parenting
UR - http://www.scopus.com/inward/record.url?scp=70449529658&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70449529658&partnerID=8YFLogxK
U2 - 10.1016/j.appdev.2009.01.003
DO - 10.1016/j.appdev.2009.01.003
M3 - Article
AN - SCOPUS:70449529658
VL - 30
SP - 677
EP - 694
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
IS - 6
ER -