Sarah Robins|Dina Ghosh|Nicole Rosales|Rebecca Treiman
Letter knowledge in parentâ€“child conversations: differences between families differing in socio-economic status
University of Kansas|Washington University in St. Louis|Washington University in St. Louis|Washington University in St. Louis
formal literacy instruction begins around age 5 6 children families low socioeconomic status ses tend less prepared children families higher ses goal study explore one route ses may influence childrens early literacy skills informal conversations letters study builds previous studies robins treiman 2009 robins et al 2012 2014 parentchild conversations show u parents young children talk writing provide preliminary evidence similarities differences parentchild conversations function ses focusing parents children aged three five conducted five separate analyses conversations asking whether family ses influences previously established patterns although found talk letters upper lower ses families differences nature conversations proportion letter talk utterances questions lower lower ses families letter names lower ses families talked uttered isolation rather sequences lower ses families especially likely associate letters childs name placed emphasis sequences alphabetic order found ses differences factors influenced use particular letter names monograms ses differences twoletter sequences digrams focusing alphabet associations childs name letters within may help interest child literacy activities many informative relationship letters words general understanding patterns parentchild conversations letters important first step exploring contribution childrens early literacy skills school readiness