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Abstract
In response to increasing research and policy interest in the neighborhood context of early school success, this study examined relations among neighborhood social networks, home literacy practices/resources, and children’s expressive vocabulary in a suburban at-risk sample in the USA at the beginning of the school year. In a Structural Equation Model, neighborhood social networks predicted home literacy, which in turn predicted expressive vocabulary. The indirect effect of neighborhood social networks on expressive vocabulary was also significant. Implications for future research and preventive interventions concerning the role of neighborhoods in enhancing family reading behavior and the early literacy of at-risk preschool children are discussed.
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Author biographies
John Mark Froiland, PhD, is an Assistant Professor in the Department of School Psychology at the University of Northern Colorado. He worked at Purdue University for two years as an Institute of Education Sciences Postdoctoral Fellow in the Department of Human Development and Family Studies. John’s research interests include neighborhood supports for families, the effects of parent involvement on achievement, parental autonomy support, and promoting children’s motivation to learn and happiness. John serves on the editorial boards of four psychology journals.
Douglas R. Powell, PhD, is Distinguished Professor in the Department of Human Development and Family Studies at Purdue University. His research focuses strategies for improving the impact of early childhood programs and parenting practices on positive outcomes for children at-risk for school failure due to poverty. He has led six major intervention studies related to this interest with diverse populations in urban and rural communities, including collaborative work with Professor Karen Diamond on early childhood teacher professional development for the past decade. He serves on the editorial boards of four scholarly journals and is a consulting editor for Child Development.
Karen E. Diamond, PhD, is Professor in the Department of Human Development and Family Studies at Purdue University. Her research focuses on effective approaches for teaching preschool children at-risk for later school failure because of poverty or disability. She has collaborated with Professors Douglas Powell (at Purdue) and Samuel Odom (at the University of North Carolina) on four different intervention projects seeking to improve children’s early developmental outcomes through work with their teachers. She is a past Editor of Early Childhood Research Quarterly.
