LITERACY SOCIALIZATION IN THE HOMES OF PRESCHOOL-CHILDREN

For parents of children with speech-language impairments, the assumpti on that their children will become literate is a natural, but not alwa ys fulfilled, expectation. This study explored the literacy experience s reported to be available in the homes of three groups of preschool c hildren. Surveys were sent to the families of children aged 3 to 5 yea rs who had (a) a speech-language impairment, (b) a disability other th an speech-language impairment, and (c) no disability or delay. Respond ents described the literacy-related materials and activities that were made available to the children at home. Respondents also described th e children's and adults reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and p arental expectations for the children's literacy abilities at age 21, the results suggested significantly different activities and interacti ons with print for the group of children with speech-language impairme nts. Implications for the design of early literacy and language interv ention programs are discussed. The importance of considering the child 's literacy experiences at home in the assessment of the child's langu age and literacy needs is also highlighted.