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[http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nHome Literacy of Dual-Language Learners in Kindergarten From  \nLow-SES Backgrounds  \nCarla Wood  \nLisa Fitton  \nEstrella Rodriguez  \nFlorida State University  \nThis study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low–socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children’s language abilities, as measured by a bilingual measure of morphosyntax and semantics. Children’s reported interest in reading was also positively associated with their phonological awareness skills. HL was significantly related to child interest in reading and language performance. These findings suggest that home literacy plays a role in the language and literacy development of DLLs.  \nKeywords: at-risk students, bilingual/bicultural, correlational analysis, descriptive analysis, family/home education, language comprehension/development, Latino/a, Hispanic, literacy  \nChildren’s home literacy (HL) environments are instrumental in early language and literacy development (Bus, van IJzendoorn, & Pellegrini, 1995; Lonigan, 2015; Sénéchal, 2006; Snow, Burns, & Griffin, 1998) . The essential role of environmental stimulation for literacy is evidenced in a multitude of studies (e.g., Hammer & Sawyer, 2016), including a meta-analysis (Mol & Bus, 2011) that identified a significant positive association between the frequency of print exposure and early literacy development for young children. Further, HL activities are associated with better language and literacy skills in elementary school (Burgess, Hecht, & Lonigan, 2002; Snow et al., 1998; Speece, Ritchey, Cooper, Roth, & Schatschneider, 2004) . The importance of early environmental stimulation for early literacy has been widely recognized in the last decade (Breit-Smith, Cabell, & Justice,  \n2010; Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010) .  \nHL skills of children from linguistic-minority backgrounds are of key interest in education research as schools in the United States serve an increasing diverse population of young children. The population of children from linguistic-minority backgrounds includes children categorized as dual-language learners (DLLs), an umbrella term used to refer to children learning two or more languages at the same time (Halle et al., 2014) . Florida schools, like schools in many states in the United States, serve a growing  \npercentage of children who are DLLs and speak a language other than English at home. Florida alone serves 265,000 students who speak a language at home other than English (Florida Department of Education, 2015) . Among the growing proportion of DLL students, Spanish-/Englishspeaking children are the largest linguistic minority. HL of Spanish-/English-speaking children is an important area of continued study given that more than half the growth in the population in the United States between 2000 and 2010 can be attributed to an increase in the Hispanic population (Pew Hispanic Center; Sherrill & Mayo, 2014) . By 2025 the Hispanic population is expected to be the largest U.S. minority group (Passel & Cohn, 2008) . Considering the important role of HL and the growing number of children who are DLLs, it is important for us as educators to understand the early HL experiences of children from languageminority backgrounds. Existing HL studies, however, have primarily focused on homes in which English is th","cbCaidIKtFwJgZgU","https://ap.wps.com/l/cbCaidIKtFwJgZgU","pdf",410790,15,"English","# Introduction\n# Influence of Socioeconomic Status (SES)\n# Method and Measures\n# Findings: Relations Between HL and Child Outcomes\n# Implications","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To describe home literacy activities of Spanish-/English-speaking DLLs from low-SES backgrounds and examine how home literacy relates to performance on standardized assessments.\"},{\"question\":\"How was home literacy measured in the study?\",\"answer\":\"Parents of 65 kindergarten DLLs completed a home literacy questionnaire reporting books at home and daily engagement in active literacy activities.\"},{\"question\":\"What key relationships did the analyses find?\",\"answer\":\"Home literacy was significantly related to children’s language abilities in bilingual morphosyntax and semantics, and children’s reading interest was positively associated with phonological awareness skills.\"}]","Home Literacy of Dual-Language Learners in Kindergarten From Low-SES Backgrounds | PDF",1792070129,38]