A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes

By M. Foster, R. Lambert, M. Abbott-shim, F. Mccarty, Sarah E. Franze. 2005

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Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, background): “Children’s Preliteracy Skills: Influence of Mothers’ Education and Beliefs About Shared-Reading Interactions Stephanie M. Curenton National Institute for Early Education Research, Rutgers University,”
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “Similarly, Foster et al. (2005) used a small sample of African American and Caucasian preschool children to link mother-reported home literacy involvement (e.g., shared book reading and providing children’s books in the home) to children’s emergent literacy and teacherrated social emotional…”
Long-Term Relations Between Children’s Language, the Home Literacy Environment, and Socioemotional Development From Ages 3 to 8 (2018, result): “Thus, the present study extends to a nonclinical sample previous research reporting these interrelations in high-risk children (e.g., those in Head Start; see Foster et al., 2005) or within intervention programs (e.g., Tempel et al., 2009).”
Why poor children are more likely to become poor readers: the early years (2014, background): “Several later studies also provided significant but not strong correlations between HLE and literacy (Foster et al. 2005; Molfese, Modglin, and Molfese 2003; Park 2008).”