Description:
Findings from a research synthesis of studies investigating the relationships between infant, toddler, and preschool participation in everyday family and community activities and early literacy and language development are reported. Thirty studies including 6,703 children with and without disabilities or delays were the focus of analysis. Results showed that frequency of child participation in everyday home/family and community activities was associated with better child language and literacy outcomes. Implications for practice are described. (author abstract)
Resource Type:
Literature Review
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