Schick, A.R., Melzi, G. Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes, Journal of Early Childhood Literacy, July 5, 2015. doi: 10.1177/1468798415592009
This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Researchers investigated the print-related practices that Latino primary caregivers engaged in with their preschool-aged children at the start of the school year and explored the relation between these practices and children’s language, literacy, and social–emotional school-readiness outcomes at the end of the preschool year. The results demonstrate the importance of print – including books and non-book-related environmental print – for Latino preschool children’s development of early literacy and self-regulation skills. In addition, the results highlight that when sharing picture books with their children, low-income Latino caregivers provided the majority of the information to their children, and ask few questions of them, thereby adopting a sole-narrator participatory role.