A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development

This study aimed to investigate the characteristics of preschoolers’ home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children fr...

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Bibliographic Details
Published in:Psychology in the schools 2018-11, Vol.55 (9), p.1098-1120
Main Authors: Altun, Dilek, Tantekin Erden, Feyza, Snow, Catherine E.
Format: Article
Language:English
Subjects:
Children & youth
classroom
Classroom Environment
Classrooms
concepts about print
Conceptual development
Correlation
Day care centers
Early literacy
Educational Attainment
Emergent Literacy
Expressive Language
Family Environment
home literacy environment
Learning environment
Linear analysis
Literacy
Mothers
Multilevel analysis
Oral Language
Parent Background
Parent-child relations
Phonological Awareness
preschool
Preschool Children
Preschool Education
Printed Materials
Receptive Language
Spoken language
Vocabulary
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Summary:This study aimed to investigate the characteristics of preschoolers’ home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two‐level data set. The findings of the study revealed that children have more oral language related home experiences than print‐related experiences. Similarly, the scores of the children's classroom environment that were related to oral language sources had the highest average of all rated dimensions. Print‐related resources and experiences and provisions for book corners in the classrooms were limited. The results revealed that children's spring semester early literacy scores were significantly associated with their initial early literacy scores, mother's education level, and the classroom literacy environment. However, the home literacy environment was not significantly related to spring semester CAP scores.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22153