Home Literacy Environment as a Predictor for Letter Identification Skills for Preschool-Aged Children

Research clearly states that quality home literacy environments and overall literacy development are related; however, there is limited research exploring the effect on home literacy environments as a predictor for letter identification scores for preschool-aged children. Understanding this relationship will help care givers and early educators create quality literacy environments for young children. The purpose of this study was to examine if the home literacy environment for preschool-aged children is a predictor for letter identification scores. The current research examined parent/care giver responses to the Get Ready to Read Home Literacy Environment checklist and students’ scores on the curriculum-based measure for letter identification. This investigation examined parent/care giver responses to the Get Ready to Read Home Literacy Environment checklist and student scores on the curriculum-based letter identification measure. The participants included 83 preschool-aged children in an urban Southern Arizona school district. The students attended an inclusive school district preschool program; therefore, both students with and without disabilities were included in the sample. The findings of the study suggested a significant relationship between home literacy environment and letter identification scores for preschool-aged children