The purpose of this study was to examine the relationship between emergent literacy, the home learning environment, and parental perceptions of self-efficacy for young children living in poverty. Participants included 65 parent-child dyads of 3-year old children taking part in the qGetting Ready Project.q Measures included self-report of parent self-efficacy levels, child assessments of emergent literacy, and an observation and interview of the home environment. Multiple regression analysis was used to explore the (a) the unique contribution of specific parenting practices to support home learning compared to the overall home environment and (b) the moderating role of parental self-efficacy on the overall home learning environment and child emergent literacy. Results of the regression analysis demonstrated that access to reading materials and the overall home learning environment were predictors of child emergent literacy. Parental warmth and responsiveness was not significantly correlated with any emergent literacy skills. Significant differences were observed between Spanish and English speaking participants. Additionally, parental self-efficacy did not have a moderating effect on the home learning environment and child emergent literacy.Ninety-six children were followed from early to late preschool and 97 children were followed from late preschool to ... Specifically, letter knowledge and phonemic awareness were found to have substantial predictive relations with better reading ability. These literacy skills were found to be relatively stable from late preschool to early elementary school; however, these ... (c) approaches to learning, (d) language usage and emergent literacy, and (e) cognition and general knowledge.
|Title||:||The Effect of the Home Learning Environment and Parental Self-efficacy on Child Emergent Literacy for Children of Low-income Families|
|Author||:||Jennifer D. Burt|
|Publisher||:||ProQuest - 2008|