TY - JOUR
T1 - The home literacy environment
T2 - Exploring how media and parent–child interactions are associated with children's language production
AU - Liebeskind, Kara G.
AU - Piotrowski, Jessica T.
AU - Lapierre, Matthew A.
AU - Linebarger, Deborah L.
N1 - Publisher Copyright:
© The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.
PY - 2014/12/27
Y1 - 2014/12/27
N2 - Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent–child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of American parents of children aged 8–36 months (n = 500), the current study evaluated how media and parent–child interactions are associated with children's language skills. Results indicated a positive association between literacy-based parent–child interactions and children's language production. The association between access to radios and children's books was mediated by parent–child interactions. These results offer important implications for creating home interventions to boost the language abilities of children before entering school.
AB - Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent–child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of American parents of children aged 8–36 months (n = 500), the current study evaluated how media and parent–child interactions are associated with children's language skills. Results indicated a positive association between literacy-based parent–child interactions and children's language production. The association between access to radios and children's books was mediated by parent–child interactions. These results offer important implications for creating home interventions to boost the language abilities of children before entering school.
KW - children
KW - home literacy environment
KW - media
KW - parent–child interactions language production
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U2 - 10.1177/1468798413512850
DO - 10.1177/1468798413512850
M3 - Article
AN - SCOPUS:84911887409
SN - 1468-7984
VL - 14
SP - 482
EP - 509
JO - Journal of Early Childhood Literacy
JF - Journal of Early Childhood Literacy
IS - 4
ER -