title: Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers.
abstract: RESULTS
  This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock-Muñoz and the Woodcock-Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother-child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures.
  The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed.
authors.affiliation: Communication Sciences and Disorders, Temple University.
authors.forename: Kandia
authors.initials: K
authors.lastname: Lewis
authors.affiliation: Communication Sciences and Disorders, Temple University.
authors.forename: Lia E
authors.initials: LE
authors.lastname: Sandilos
authors.affiliation: Communication Sciences and Disorders, Temple University.
authors.forename: Carol Scheffner
authors.initials: CS
authors.lastname: Hammer
authors.affiliation: Education and Human Services, Lehigh University.
authors.forename: Brook E
authors.initials: BE
authors.lastname: Sawyer
authors.affiliation: Communication Sciences and Disorders, East Carolina University.
authors.forename: Lucía I
authors.initials: LI
authors.lastname: Méndez