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THE HOME ENVIRONMENT AND LATINO PRESCHOOLERS’
EMERGENT LITERACY SKILLS
by
Carlyn Janet Carter
A Thesis Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF ARTS
(PSYCHOLOGY)
December 2007
Copyright 2007 Carlyn Janet Carter
Object Description
| Title | The home environment and Latino preschoolers' emergent literacy skills |
| Author | Carter, Carlyn Janet |
| Author email | ccarter@usc.edu |
| Degree | Master of Arts |
| Document type | Thesis |
| Degree program | Psychology |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2007-08-15 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-10-22 |
| Advisor (committee chair) | Farver, JoAnn |
| Advisor (committee member) |
Manis, Franklin Rueda, Robert Lickel, Brian |
| Abstract | This mixed-methods study focused on Latino children's emergent literacy skills and the relation to their home environments. The first aim was to measure the effects of mothers' perceived motivation to teach their children to read on the children's emergent literacy skills measured at the beginning of the preschool year. The second aim was to investigate child-parent reading behaviors in the home as a function of mother's perceived motivation. These two aims were addressed with a sample of 225 Latino children who were enrolled in head start programs and their mothers. The results from the structural equation modeling indicated that mothers who were motivated to teach their children to read provided a richer home literacy environment, which in turn yielded higher emergent literacy skill scores for the children. This study reaffirms the importance of parental and home influences on children's early skill development both in terms of providing print materials and parents' involvement in specific reading-related activities. It also suggests that efforts to involve parents in a meaningful way and helping parents to engage in key reading-related activities at home might increase print access. Finally, this study documented the strong parental aspirations for their children's success, in contrast to some past perceptions that these parents are unconcerned with their children's academic success. |
| Keyword | emergent literacy; shared bookreading; motivation |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m881 |
| Rights | Carter, Carlyn Janet |
| 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-Carter-20071022 |
| Archival file | uscthesesreloadpub_Volume35/etd-Carter-20071022.pdf |
Description
| Title | Page 1 |
| Full text | THE HOME ENVIRONMENT AND LATINO PRESCHOOLERS’ EMERGENT LITERACY SKILLS by Carlyn Janet Carter A Thesis Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (PSYCHOLOGY) December 2007 Copyright 2007 Carlyn Janet Carter |
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