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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.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	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./
Author:	Zgourou, Eleni.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438065468

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.
Zgourou, Eleni.

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. - 1 online resource (123 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2018.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438065468Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

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.
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504 $a Includes bibliographical references
520 $a 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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