ERIC Number: EJ1033238
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Relations among Neighborhood Social Networks, Home Literacy Environments, and Children's Expressive Vocabulary in Suburban At-Risk Families
Froiland, John Mark; Powell, Douglas R.; Diamond, Karen E.
School Psychology International, v35 n4 p429-444 Aug 2014
In response to increasing research and policy interest in the neighborhood context of early school success, this study examined relations among neighborhood social networks, home literacy practices/resources, and children's expressive vocabulary in a suburban at-risk sample in the USA at the beginning of the school year. In a Structural Equation Model, neighborhood social networks predicted home literacy, which in turn predicted expressive vocabulary. The indirect effect of neighborhood social networks on expressive vocabulary was also significant. Implications for future research and preventive interventions concerning the role of neighborhoods in enhancing family reading behavior and the early literacy of at-risk preschool children are discussed.
Descriptors: Early Intervention, Literacy, Vocabulary Development, Parent Participation, Community Involvement, Preschool Children, At Risk Students, Family Environment, Low Income, Questionnaires, Surveys, Suburbs, Community Characteristics, Neighborhoods, Structural Equation Models
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement
IES Funded: Yes