Sonali Nag|Shaher Banu Vagh|Katrina May Dulay|Maggie Snowling
Home language, school language and children's literacy attainments: A systematic review of evidence from low? and middle?income countries
Promise Project|University of Oxford|Pratham|University of Oxford
general consensus field home language different language instruction school childrens literacy attainments could slow 26year review literature childrens literacy attainments low middleincome countries 40 correlational ethnographic intervention studies provide data test home language advantage hypothesis expect children speak language home school show better literacy learning also examine attributes home language literacy environment hlle among multivariate studies trends differ across countries age grade levels child measures rather universal home language advantage evidence shows home language advantage contextsensitive correlational ethnographic evidence point multiple risk factors model home school language disconnection ethnographic intervention studies provide complementary evidence feelings unease disempowerment wish help among family members increased confidence following guided support possible underlying mechanisms examined parallel synthesis evidence multiple research methods three hlle dimensionsbooksathome home tutoring adult literacy practices data partially corroborate findings highincome countries eg home environments impact literacy development responsive parenting present across families also bring focus contextspecific realities neither lowincome lowprint environments uniform constraints communities differ homes use available resources efficiently others