Literacy Socialization in the Homes of Preschool Children For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children ... Research Article
Research Article  |   April 01, 1997
Literacy Socialization in the Homes of Preschool Children
 
Author Affiliations & Notes
  • Chris A. Marvin
    University of Nebraska-Lincoln
  • Dawn Wright
    Lincoln Public Schools, Lincoln, NE
  • Contact author: Ann R. Beck, Illinois State University, 4720 Department of Speech Pathology and Audiology. Normal, IL 61790-4720.
    Contact author: Ann R. Beck, Illinois State University, 4720 Department of Speech Pathology and Audiology. Normal, IL 61790-4720.×
Article Information
Development / Speech, Voice & Prosodic Disorders / Special Populations / Normal Language Processing / Language Disorders / Research Articles
Research Article   |   April 01, 1997
Literacy Socialization in the Homes of Preschool Children
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 154-163. doi:10.1044/0161-1461.2802.154
History: Received September 19, 1995 , Accepted July 8, 1996
 
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 154-163. doi:10.1044/0161-1461.2802.154
History: Received September 19, 1995; Accepted July 8, 1996

For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children’s and adult’s reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children’s literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child’s literacy experiences at home in the assessment of the child’s language and literacy needs is also highlighted.

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