Home literacy practices in relation to language skills of children living in low‐wealth rural communities

Abstract

AbstractUsing a sample of 1,117 families living in low‐wealth rural areas, the current study focused on how home literacy practices for 3‐year‐old children were related to the children's language skills at ages 3 and 4. Three types of home literacy practices were explored: parent‐to‐child literacy practices, child literacy practices, and parent literacy practices. Results indicated that a variety of parent‐to‐child and child literacy practices frequently took place. Regression analyses showed that only child literacy practices were positively associated with language outcomes concurrently at age 3 and later at age 4. Findings have implications for early childhood educators and policy makers who may use this information to support literacy practices among families residing in low‐wealth rural areas.Highlights Home literacy practices in rural families were explored in relation to children's language skills. Home literacy practices at age 3 included parent‐to‐child literacy practices, child literacy practices, and parent literacy practices. Only child literacy practices were significantly associated with children's language skills at ages 3 and 4.