Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children

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dc.contributor.authorMendive, Susana
dc.contributor.authorMascareno Lara, Mayra
dc.contributor.authorAldoney, Daniela
dc.contributor.authorPerez, J. Carola
dc.contributor.authorPezoa, Jose P.
dc.date.accessioned2024-01-10T12:05:52Z
dc.date.available2024-01-10T12:05:52Z
dc.date.issued2020
dc.description.abstractThis study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M-age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.
dc.description.funderFundacion Educacional Oportunidad in Santiago, Chile
dc.description.funderHarvard Graduate School of Education
dc.description.funderHarvard Center on the Developing Child
dc.description.funderDavid Rockefeller Center for Latin American Studies at Harvard University
dc.description.funderFondecyt Iniciacion Project by the Chilean National Science and Technology Fund
dc.description.funderUNICEF's Chile Country Office
dc.fechaingreso.objetodigital2024-05-28
dc.format.extent21 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1111/cdev.13382
dc.identifier.eissn1467-8624
dc.identifier.issn0009-3920
dc.identifier.pubmedidMEDLINE:32648984
dc.identifier.urihttps://doi.org/10.1111/cdev.13382
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/76080
dc.identifier.wosidWOS:000546675200001
dc.information.autorucEducación;Mendive, S.;S/I;1647
dc.information.autorucPsicología;Pezoa, J.;S/I;187592
dc.issue.numero6
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final2062
dc.pagina.inicio2042
dc.publisherWILEY
dc.revistaCHILD DEVELOPMENT
dc.rightsacceso restringido
dc.subjectLOW-INCOME
dc.subjectPRESCHOOL-CHILDREN
dc.subjectINDIVIDUAL-DIFFERENCES
dc.subjectEMERGENT LITERACY
dc.subjectPRINT KNOWLEDGE
dc.subjectVOCABULARY
dc.subjectACQUISITION
dc.subjectSKILLS
dc.subjectKINDERGARTEN
dc.subjectPREDICTORS
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleHome Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
dc.typeartículo
dc.volumen91
sipa.codpersvinculados1647
sipa.codpersvinculados187592
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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