Page 1 |
Save page Remove page | Previous | 1 of 49 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
EMERGENT LITERACY SKILLS AND HOME LITERACY ENVIRONMENT OF LATINO CHILDREN WHO LIVE IN POVERTY
by
Yusuke Kuroki
________________________________________________________________________
A Thesis Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF ARTS
(PSYCHOLOGY)
December 2010
Copyright 2010 Yusuke Kuroki
Object Description
| Title | Emergent literacy skills and home literacy environment of Latino children who live in poverty |
| Author | Kuroki, Yusuke |
| Author email | ykuroki@usc.edu; yusukekuroki@hotmail.com |
| Degree | Master of Arts |
| Document type | Thesis |
| Degree program | Psychology |
| School | College of Letters, Arts and Sciences |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-11-22 |
| Advisor (committee chair) | Farver, Jo Ann M. |
| Advisor (committee member) |
Manis, Franklin McArdle, John J. |
| Abstract | Many studies have documented the relations between children’s reading skills and their home literacy environments. However, few studies have investigated the home literacy environment of Latino families in poverty. I examined the emergent literacy skills and the home literacy environments in Latino children who live in inner-city neighborhoods of Los Angeles. My goals were twofold. First, the study described the level of emergent literacy skills at the onset of preschool. Second, the study analyzed the patterns of associations between the home environmental factors and the emergent literacy skills. Participants were recruited at Head Start. Children’s emergent literacy skills were assessed at the beginning of their preschool year. Their home environments were assessed by their primary caretakers’ reports as well as by trained interviewers during home visits. Data were analyzed using a path analysis approach. The result showed that children in this sample performed considerably poorer in all emergent literacy skills and non-verbal IQ at the onset of preschool entry compared to the means for the measurements. Thus these children are already behind at the beginning of preschool. A series of path analyses showed that shared book reading with mothers was positively associated with Latino children’s English oral language skills. However, it was not associated with their Spanish language skills. Contrary to my hypotheses, parental teaching and child’s literacy interest were not associated with any of the emergent literacy skills. In addition, I hypothesized that mother’s education and cultural orientation would indirectly influence child’s emergent literacy skills. The result did not support my hypotheses. |
| Keyword | Latino; literacy development; poverty |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3544 |
| Contributing entity | University of Southern California |
| Rights | Kuroki, Yusuke |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kuroki-4063 |
| Archival file | uscthesesreloadpub_Volume32/etd-Kuroki-4063.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | EMERGENT LITERACY SKILLS AND HOME LITERACY ENVIRONMENT OF LATINO CHILDREN WHO LIVE IN POVERTY by Yusuke Kuroki ________________________________________________________________________ A Thesis Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (PSYCHOLOGY) December 2010 Copyright 2010 Yusuke Kuroki |
