The Home Literacy and Numeracy Environment in Preschool: Cross-Domain Relations of Parent Practices and Child Outcomes

There is ample evidence indicating that early literacy and numeracy skills are important to later academic achievement, and that these early skills develop together. There is also evidence that parent-child literacy and numeracy practices are predictive of children’s literacy and numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment (HLE) and numeracy outcomes, and the home numeracy environment (HNE) and literacy outcomes. Thus, the purpose of the present study was to investigate the relations of the HLE and HNE to children’s literacy and numeracy practices, both within and across domains. Participants were 114 preschoolers and their parents. Preschoolers ranged in age from 3.01 and 5.17 (M = 4.09) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy and numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and numeracy skills. Four hierarchical multiple regression analyses were conducted to predict each of the child outcomes. Results indicate that, although the HLE was not broadly predictive of children’s literacy and numeracy outcomes, the HNE was predictive of numeracy, definitional vocabulary, and phonological awareness outcomes. These findings emphasize the importance of parent-child home numeracy practices to children’s academic outcomes at an early age. Specifically, the relation between the HNE and vocabulary development contributes to the growing body of research indicating the important relations between early numeracy and language development