Home Literacy Practices at 36 Months and Children's Concurrent and Later Language and Literacy Skills for Families Living in Rural Areas of High Poverty Public Deposited

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Last Modified
  • March 22, 2019
Creator
  • Zgourou, Eleni
    • Affiliation: School of Education
Abstract
  • Home literacy practices are important for child language and literacy skills. Most studies, however, focus on families living in urban or suburban areas; yet, little is known about the role of home literacy practices in child language and literacy skills for families living in high-poverty rural communities. The present study examined the associations between home literacy practices at 36 months of age and child language and literacy skills at 36 months, in prekindergarten, and in kindergarten for families residing in high-poverty rural areas. Three types of home literacy practices were examined: child literacy practices, parent literacy practices, and parent-child literacy practices. Results indicated that only the child literacy practices at 36 months were positively associated with child language and literacy skills in all three time points. Implications for practice, policy, and future research are discussed.
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Advisor
  • Able, Harriet
  • Bratsch-Hines, Mary
  • Otto Mokrova, Irina
  • Vernon-Feagans, Lynne
  • Winton, Pamela
Degree
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2018
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