John Mark Froiland is now at the Department of School Psychology, University of Northern Colorado. Seung-Hee Claire Son is now at Department of Educational Psychology, University of Utah. This research was primarily supported by grant awards R305B050030 and R305M040167 from the Institute of Education Sciences, U.S. Department of Education to Purdue University (Douglas Powell, Principal Investigator; Karen Diamond, Co-Principal Investigator). The completion of this research was supported in part by a grant to John Mark Froiland from the Graham Fund for Children. Statements made in this article do not necessarily represent the views of the research sponsors. We thank Head Start parents, children, and staff for their participation. We thank Dave Kenny and Sharon Christ for providing methodological consultation. We also thank the study's research assistants, whose data collection efforts were coordinated by Hope Gerde, and Janet Wagner for assistance with data management.
NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS
Article first published online: 19 JUL 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 50, Issue 8, pages 755–769, September 2013
How to Cite
Froiland, J. M., Powell, D. R., Diamond, K. E. and Son, S.-H. C. (2013), NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS. Psychol. Schs., 50: 755–769. doi: 10.1002/pits.21711
- Issue published online: 11 AUG 2013
- Article first published online: 19 JUL 2013
- Institute of Education Sciences. Grant Numbers: R305B050030, R305M040167
In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent–child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well-being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter-word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at-risk preschoolers is discussed.