Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School

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Journal of Social Issues, ISSN: 0022-4537, Vol: 64, Issue: 1, Page: 95-114

Publication Year:
2008
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  • Repository URL:
    http://ro.uow.edu.au/sspapers/1172
    DOI:
    10.1111/j.1540-4560.2008.00550.x
    Author(s):
    Melhuish, Edward; Phan, Mai B; Sylva, Kathy; Sammons, Pam; Siraj-Blatchford, Iram; Taggart, Brenda
    Publisher(s):
    Wiley-Blackwell
    Tags:
    Social Sciences; home; effects; center; preschool; school; environment; primary; early; development; numeracy; literacy; upon; experience; learning; Education; Social and Behavioral Sciences
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    article description
    This study investigates the influence of aspects of home and preschool environments upon literacy and numeracy achievement at school entry and at the end of the 3rd year of school. Individuals with unexpected performance pathways (by forming demographically adjusted groups: overachieving, average, and underachieving) were identified in order to explore the effects of the home learning environment and preschool variables on child development. Multilevel models applied to hierarchical data allow the groups that differ with regard to expected performance to be created at the child and preschool center levels. These multilevel analyses indicate powerful effects for the home learning environment and important effects of specific preschool centers at school entry. Although reduced, such effects remain several years later. © 2008 The Society for the Psychological Study of Social Issues.