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Home Literacy Environment of Spanish-speaking Latino Families
Yeomans-Maldonado, Gloria

2017, Doctor of Philosophy, Ohio State University, Educational Studies.
The purpose of this dissertation is to contextualize the measurement of the HLE for Spanish-speaking Latino families. This goal will be accomplished by using a series of HLE items to characterize the potential heterogeneity in the HLE of Spanish-speaking families as well as to examine differences in the HLE based on caregiver’s language proficiency, income, and education level. This dissertation also examines the predictive ability of class membership on a set of Grade 2 and Grade 3 reading outcomes controlling for caregiver’s language proficiency, income, and education level. The specific aims are: (1) to characterize distinct classes of the home literacy environment of Spanish-speaking Latino households for a sample of children from Kindergarten to Grade 2; (2) to examine the potential differential item functioning (DIF) of caregiver’s English proficiency, caregiver’s income, and caregiver’s education on each of the individual HLE indicators; (3) to assess the predictive ability of caregiver’s English proficiency, caregiver’s income, and caregiver’s education on class membership; (4) to examine the predictive ability of the resulting HLE classes for selected child-level reading outcomes; and (5) to describe evidence of stability or change in the HLE profiles across the first three years of formal schooling (i.e., Kindergarten to Grade 2).

Methodologically, this dissertation focuses on the application of Latent Class Analysis (LCA) as well as a new methodology proposed to assess differential item functioning and measurement invariance within the LCA framework. Two different data sets were used for analysis: the Early Childhood Longitudinal Study – 2011 cohort (ECLS-K: 2011), and the dual language learner (DLL) sample of the Language and Reading Research Consortium (LARRC) study. From the ECLS-K: 2011, HLE data from children in Kindergarten, Grade 1 and Grade 2 were used. A total of 6 HLE items were considered for the ECLS-K, two of them asked about Spanish home literacy practices. For LARRC, a total of 8 HLE items were considered. Reading-related outcomes were utilized to test for mean differences in these outcomes based on the different latent classes. SPSS v.24 and Mplus 7.4 were used for analysis.

Findings of this dissertation point at the heterogeneity in the HLE of Spanish-speaking Latino families. Using the ECLS-K: 2011 data, findings revealed different levels of HLE supports (low, moderate, and high). Three latent classes characterized Kindergarten and four latent classes characterized Grade 2. For the DLL-LARRC data, evidence of two latent classes (low- and moderate-HLE supports) was found. Covariates predicted class membership in different and interesting ways that helped further characterize the HLE classes. For the most part, there were no significant differences in the various class means of the reading-related outcomes. Across time, there appears to be some mobility of families going from a low to a higher HLE support.
Ann O'Connell (Advisor)
256 p.

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Yeomans-Maldonado, G. (2017). Home Literacy Environment of Spanish-speaking Latino Families. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Yeomans-Maldonado, Gloria. "Home Literacy Environment of Spanish-speaking Latino Families." Electronic Thesis or Dissertation. Ohio State University, 2017. OhioLINK Electronic Theses and Dissertations Center. 21 Jun 2018.

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Yeomans-Maldonado, Gloria "Home Literacy Environment of Spanish-speaking Latino Families." Electronic Thesis or Dissertation. Ohio State University, 2017. https://etd.ohiolink.edu/

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