Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine

• Susana Mendive ^[1] ; Daniela Aldoney ^[2] ; Mayra Mascareño ^[3] ; José Pezoa ^[1] ; Erika Hoff ^[4]
  1. [1] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
  2. [2] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  3. [3] University of Groningen

     University of Groningen

     Países Bajos

     
  4. [4] Florida Atlantic University

     Florida Atlantic University

     Estados Unidos

     

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• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 2, 2022, págs. 446-477
• Idioma: inglés
• DOI: 10.1080/02103702.2021.2015226
• Títulos paralelos:
  • Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años
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• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Este estudio determina (a) qué factores del contexto parental, de las madres y del niño (a los 53 meses) se relacionan con ambientes que se diferencian por sus características alfabetizadoras en el hogar en una muestra chilena de NSE bajo, y (b) si la comprensión lectora cuando los niños cursan segundo y cuarto años de enseñanza primaria es predicha por la socialización en el ambiente alfabetizador. Se encontró, por una parte, que el nivel educacional de la madre, las cogniciones maternas, la orientación a la tarea y prosocialidad de los niños se relacionan con el tipo de ambiente alfabetizador en el hogar. Por otra parte, que el tipo de ambiente alfabetizador predice la comprensión lectora a los siete años, encontrándose una gran diferencia de una desviación típica entre dos tipos de ambientes alfabetizadores; manteniéndose una distribución similar a los nueve años. Se discuten las implicancias de estos resultados para informar intervenciones tempranas en niveles socioeconómicos desfavorecidos.

  • English

    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.

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