ABSTRACT

This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.

摘要

本研究确定（a）在智利 53 个月大儿童的低 SES 样本中，育儿环境、孩子及其母亲的哪些因素与他们家庭识字环境不同的环境相关，以及（b）是否阅读二年级和四年级的理解力是由识字环境中的社会化预测的。首先，研究发现母亲的教育水平和认知因素以及孩子的任务取向和亲社会行为与家庭识字环境的类型有关。同样，它发现识字环境的类型可以预测 7 岁时的阅读理解，两种识字环境之间的主要差异为一个标准差。在九岁时发现了类似的分布。