Most research on reading acquisition is conducted in high-income countries, and the majority of the limited research from middle- and low-income countries focuses exclusively on school settings. We therefore know little about how home literacy environments (HLEs) relate to early reading skill acquisition in low-resource settings. This study uses baseline data from 18 Save the Children (SC) project sites across 14 countries in Central America, Asia, and Africa to address several questions. First, we examine the structure of HLE in the data set, with a particular focus on its relationship to socioeconomic status (SES). Second, we extend our measurement model to examine the relationship between HLE and early literacy skills across the sample of more than 14,000 first- and second-grade boys and girls (mean age: 8.4 years) from diverse socioeconomic backgrounds. We conclude that SES, home reading behaviors, and home reading materials are separate, though related constructs, and that materials in the home are a moderately strong predictor of early reading in these contexts. Our findings indicate that studies investigating literacy environments in low- and middle-income countries (LMICs) should clearly and distinctly conceptualize SES, literacy behaviors, and literacy materials. In addition, the robustness of the relationships between the presence of reading materials in the home and children’s early literacy skills suggests that increasing access to these materials may enhance skill development in low-resource contexts.
Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy