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The Contribution of Home Literacy Context to Preschool Academic Competencies for American Indian and Alaska Native Children

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Abstract

Background

Despite rich cultural, lingual, and tribal assets, American Indian and Alaska Native (AIAN) children experience suboptimal educational outcomes that start before kindergarten entry. Evidence suggests that home literacy activities may be supportive of developmental outcomes within this population, but these home literacy activities have not been substantially investigated with AIAN populations.

Objective

This study examined how the overall home literacy context and individual home literacy indicators (i.e., frequency of shared book reading, singing songs, telling stories, and the number of books in the home) relate to AIAN children’s preschool reading and math skills.

Method

This study comprised data from the ECLS-B, which included a nationally-representative sample of 10,400 children born in 2001 and a deliberate oversample of AIAN children. Hierarchical regression analyses were conducted to investigate the relationships between home literacy and preschool reading and math skills with an analytic sample of 650 AIAN children.

Results

Overall home literacy context was supportive of AIAN children’s reading and math skill development, and the particular import of shared book reading was found in improving reading skills.

Conclusion

Findings support the value of what parents do with their children (i.e. participate in home literacy activities) above and beyond relatively static economic or social characteristics (e.g., maternal education, income-to-needs ratio).

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Notes

  1. All samples reported herein were rounded to the nearest 50 in accord with the NCES data licensing requirements.

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Acknowledgements

Analyses were conducted with permission from the NCES (restricted-use data license #16010008). This research was supported by grants from the National Science Foundation Predoctoral Research Fellowship, the Spencer Foundation (#20180006), and Iowa State University College of Human Sciences and the Department of Human Development and Family Studies. The content is solely the responsibility of the authors and does not necessarily represent the official views of the funding agencies.

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  1. Department of Human Development and Family Studies, Iowa State University, 2222 Osborn Drive, Ames, IA, 50011, USA

    Quentin H. Riser, Heather L. Rouse, Ji Young Choi & Seulki Ku

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  1. Quentin H. Riser
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Correspondence to Quentin H. Riser.

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Riser, Q.H., Rouse, H.L., Choi, J.Y. et al. The Contribution of Home Literacy Context to Preschool Academic Competencies for American Indian and Alaska Native Children. Child Youth Care Forum 49, 303–323 (2020). https://doi.org/10.1007/s10566-019-09529-1

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