Title
Home literacy environments and emergent literacy skills of English- and Spanish-speaking students.
Date of Award
4-1-2006
Document Type
Thesis
Degree Name
Specialist in Education (Ed.S.)
Department
Educational Administration and Supervision
First Advisor
Dr. Lisa Kelly-Vance
Abstract
Learning to read is a process that begins long before a child enters school. One of the most important things that parents can do to help their children prepare for school is to create home environments that promote literacy. The purpose of the present study was to examine kindergarten student's home literacy environments in relation to their emergent literacy skills. A home literacy environment questionnaire was administered to both English-speaking and Spanish-speaking parents of kindergarten students enrolled in a dual language program. The questionnaire was then compared to data collected on students' emergent literacy skills. Results of the study provide information for parents as well as educators concerning literacy activities that contribute to the development of children's literacy skills.
Recommended Citation
Stroud, Megan M., "Home literacy environments and emergent literacy skills of English- and Spanish-speaking students." (2006). Student Work. 2701.
https://digitalcommons.unomaha.edu/studentwork/2701
Comments
An EdS Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Education Specialist University of Nebraska at Omaha. Copyright 2006 Megan M. Stroud