Sally S. Martin

TL;DR: In this paper, the concurrent and logitudinal connections between multiple components of the home environment and indicators of preschool-aged children's literacy and language development were examined, finding that parent literacy habits were positively associated with parental reading beliefs.

TL;DR: In this paper, a study of 143 families and their preschool-age children was undertaken to examine the relationship between the family environment and children's language and literacy skills, which was guided by three models hypothesized by Snow, Barnes, Chandler, Goodman, and Hemphill (1991) to explain the family's contribution to children's acquisition of languages and literacy.

TL;DR: This paper examined mothers' beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and other aspects in the home environment.

TL;DR: This article examined how four components of children's home and child-care literacy environments, and the connections between these environments, were associated with preschool-age children's literacy and language development.

TL;DR: This article examined the influences of two settings (home and child care) on the development of children's speaking and listening skills before they begin formal schooling and found that these contributions seem to have long-term impacts.