The formative role of home literacy experiences across the first three years of life in children from low-income families

By Eileen T. Rodriguez, Catherine S. Tamis-LeMonda, M. Spellmann, B. Pan, H. Raikes, Julieta Lugo-Gil, G. Luze. 2009

259 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/97d25daf0a8884c6ca82cf248bc7a057c5fb52bf

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How Reading Books Fosters Language Development around the World (2012, background): “The humble act of reading a book to a young child has repeatedly been found to have remarkable power [7].”
The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, background): “…and valid means of collecting data concerning children s (language and language-related) behaviour (e.g., Marchman, Martinez-Sussman, & Dale, 2004; Rodriguez et al., 2009), and that the child s age does not necessarily adversely affect retrospective parental report (Gilger, 1992; see also Paradis…”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “• Higher levels of home literacy activities (such as being read to a few times a week or daily, singing nursery rhymes, visiting a children’s museum) and provision of home learning activities (books, toys requiring eye-hand coordination) were positively and significantly associated with cognitive an”
Parent–child conversations during play (2012, background): “Parent–child discourse is critical for literacy development and school readiness (e.g. Raikes et al., 2006; Rodriguez et al., 2009; Snow, Tabors, Nicholson, & Kurland, 1995), making it imperative that researchers continue to examine the earliest language environments provided by both mothers and fat”
Family well-being, parenting, and child well-being: Pathways to healthy adjustment (2015, background): “These interactions are meant to prompt further growth in a child’s physical, cognitive, language, or social-emotional well-being, but are not so challenging that they are beyond the child’s reach (Rodriguez et al., 2009; Sénéchal & LeFevre, 2002; Tamis-LeMonda et al., 2009, 2013).”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “For example, book reading and other literacy-related activities in the first two years predict the language development (particularly vocabulary size) of children from low-income families (e.g. De Temple and Snow, 2003; Raikes et al., 2006; Rodriguez et al., 2009).”
Early home learning environment predicts children’s 5th grade academic skills (2019, methodology): “Based on these indicators for each of the 3 components of the home learning environment, composite scores ranging from 0 to 2 (0 1⁄4 low, 1 1⁄4medium, or 2 1⁄4 high levels) were created for each dimension: Literacy activities, maternal engagement, and learning materials at each age (see Tables 1 and”
Differential Contributions of Three Parenting Dimensions to Preschool Literacy and Social Skills in a Middle-Income Sample (2012, background): “A third facet involves expectations, or values, for children’s behaviors that constrain how this autonomy should be enacted (Fuller & García Coll, 2010; Rodriguez et al., 2009; Zhang & Fuglini, 2006).”
Mediated Learning Experience and Cognitive Modifiability (2013, unknown): “…Clarke-Stewart, 1993; Cristofaro, & Tamis-LeMonda, 2012; Klein, 1996; Laosa, 1980; Parker, Boak, Griffin, Ripple, & Peay, 1999; Ramey, Farran, & Campbell, 1979; Rodriguez et al., 2009; Tamis-LeMonda, 60 Tzuriel Bornstein, & Baumwell, 2001; Tzuriel, 1996, 1999, 2001; Vygotsky, 1978; Wachs, 1992).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “For example, a national representative study of low-income families suggested that the richness of the literacy environment across the first 3 years of life was associated with children’s receptive and expressive language skills at 14, 24, and 36 months (Rodriguez et al. 2009).”
Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes (2011, background): “Shared reading, the prototypical aspect of home literacy, provides a developmentally sensitive context for children to facilitate the development of vocabulary, phonemic skills, print concept knowledge and positive attitudes to literacy (Dickinson & Tabors, 2001; Rodriguez et al., 2009).”