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Abstract
The purpose of this study was to examine the relationship between emergent literacy, the home learning environment, and parental perceptions of self-efficacy for young children living in poverty. Participants included 65 parent-child dyads of 3-year old children taking part in the “Getting Ready Project.” Measures included self-report of parent self-efficacy levels, child assessments of emergent literacy, and an observation and interview of the home environment. Multiple regression analysis was used to explore the (a) the unique contribution of specific parenting practices to support home learning compared to the overall home environment and (b) the moderating role of parental self-efficacy on the overall home learning environment and child emergent literacy. Results of the regression analysis demonstrated that access to reading materials and the overall home learning environment were predictors of child emergent literacy. Parental warmth and responsiveness was not significantly correlated with any emergent literacy skills. Significant differences were observed between Spanish and English speaking participants. Additionally, parental self-efficacy did not have a moderating effect on the home learning environment and child emergent literacy.
