PURPOSE: This article provides information about the Head Start Family and Children Experiences Survey (FACES). It also presents the findings of a study that capitalizes on the strengths of the data from FACES to investigate the impact of child and family characteristics, speech-language impairment, and the home literacy environment on the language and early literacy outcomes of children from low-income families. METHOD: Data from the FACES 1997 cohort were used in this study. Variables included in the analysis were child and family characteristics (e.g., age, gender, ethnicity, etc.); parent report of speech-language impairment; frequency of home literacy activities; and children's scores on vocabulary, letter-word identification, and early reading assessments. RESULTS: The results revealed that children's vocabulary abilities in Head Start were affected by maternal education, ethnicity, and the frequency of home literacy activities, and children's letter-word identification abilities were impacted by maternal education and the child's gender and age. Additionally, children's reading abilities in kindergarten were predicted by ethnicity, speech-language impairment, and the home literacy environment, as well as by children's vocabulary and letter-word identification abilities in Head Start. CONCLUSION: The findings demonstrate the unique contributions that the home literacy environment and the presence of speech-language impairment during preschool make in children's early reading outcomes.
PURPOSE: This article provides information about the Head Start Family and Children Experiences Survey (FACES). It also presents the findings of a study that capitalizes on the strengths of the data from FACES to investigate the impact of child and family characteristics, speech-language impairment, and the home literacy environment on the language and early literacy outcomes of children from low-income families. METHOD: Data from the FACES 1997 cohort were used in this study. Variables included in the analysis were child and family characteristics (e.g., age, gender, ethnicity, etc.); parent report of speech-language impairment; frequency of home literacy activities; and children's scores on vocabulary, letter-word identification, and early reading assessments. RESULTS: The results revealed that children's vocabulary abilities in Head Start were affected by maternal education, ethnicity, and the frequency of home literacy activities, and children's letter-word identification abilities were impacted by maternal education and the child's gender and age. Additionally, children's reading abilities in kindergarten were predicted by ethnicity, speech-language impairment, and the home literacy environment, as well as by children's vocabulary and letter-word identification abilities in Head Start. CONCLUSION: The findings demonstrate the unique contributions that the home literacy environment and the presence of speech-language impairment during preschool make in children's early reading outcomes.
Authors: Banu Aygun; Jennifer Parker; Molly B Freeman; Alexis L Stephens; Matthew P Smeltzer; Song Wu; Jane S Hankins; Winfred C Wang Journal: Pediatr Blood Cancer Date: 2010-11-11 Impact factor: 3.167
Authors: Yu-Yu Hsiao; Cathy Huaqing Qi; Robert Hoy; Philip S Dale; Glenda S Stump; Megan Dunn Davison; Yinglin Xia Journal: J Speech Lang Hear Res Date: 2021-09-21 Impact factor: 2.674
Authors: Robin Hernandez-Mekonnen; Elise K Duggan; Leonel Oliveros-Rosen; Marsha Gerdes; Stanton Wortham; Jack Ludmir; Ian M Bennett Journal: J Immigr Minor Health Date: 2016-10