Home environment and school performance: a ten-year follow-up and examination of three models of environmental action.
The home environments of 42 10- and 11-year-old children were examined when they were infants and again during middle childhood. Significant correlations were observed between home environments measured at both 2 years and 10 years and the children's SRA achievement test scores and their classroom behavior. However, the home environment at 6 months was only related to a limited number of classroom behaviors. Partial correlations were used to test 3 models of environmental action: Model I (primacy of early experience), Model II (predominance of the contemporary environment), Model III (cumulative effects in stable environments). Strongest relations were noted for the contemporary environment, but all 3 models received some support. Correlations between HOME scores and children's competence in middle childhood revealed a complex portrait that was not explainable with reference to a single model of environmental action. The version of the HOME Inventory used with families of elementary school children is also introduced.
Bradley
R H
RH
Center for Research on Teaching and Learning, University of Arkansas, Little Rock 72204.
Caldwell
B M
BM
Rock
S L
SL
D000124:Achievement; D002648:Child; D002652:Child Behavior; D002657:Child Development; D004777:Environment; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007223:Infant; D008297:Male; D008960:Models, Psychological; D010287:Parent-Child Relations