and was reached by 24 (33%) participants by 2-12 months, and by 25 “cup” “juice” (34%) participants by 13-17 months. Pointing to pictures in a book when named was reached by 19 (26%) participants by 13-17 months and 21 (29%) participants by 18-23 months. The ability to name some letters and numbers was not reached by most participants by 2-3 years (39%) or by 4-5 years (33%). The milestone of understanding questions was not reached yet in 25 (34%) children; however, it was reached from “why” ages 4-5 years by 19 (26%) children and was reached from ages 6-8 years by 23 (32%) children. Understanding and questions was not yet reached by 33 (45%) “when” “how” children and was reached by 25 (34%) children by the age of 6-8 years. The use of conjunctions was not yet reached by 46 (62%) children and was only reached by 15 (20%) children by the age of 6-8 years (see Figure 3). Correlations between parent reports of knowledge and attitudes and children’s language (i.e. the age at which they reached each developmental milestone) and literacy skills are presented in Table 10. To determine the correlations between age at which a child met each developmental milestone, ages were reverse-coded so that higher scores indicate the participants reached the milestone at earlier ages. The scores from each milestone question (see Figure 3) were then added together for each participant. To compute literacy outcomes, scores on relating to the child’s literacy skills on the survey were added together (see Table 9), with higher scores indicating stronger literacy skills. There were significant positive correlations between child reading score and age (.32), milestones (.29), parents’ belief of the importance of reading to child (.27), and parents' reports of frequency of reading to child (.24). Child's milestones were also significantly
“cup” and “juice” was reached by 24 (33%) participants by 2-12 months, and by 25 (34%) participants by 13-17 months. Pointing to pictures in a book when named was reached by 19 (26%) participants by 13-17 months and 21 (29%) participants by 18-23 months. The ability to name some letters and numbers was not reached by most participants by 2-3 years (39%) or by 4-5 years (33%). The milestone of understanding “why” questions was not reached yet in 25 (34%) children; however, it was reached from ages 4-5 years by 19 (26%) children and was reached from ages 6-8 years by 23 (32%) children. Understanding “when” and “how” questions was not yet reached by 33 (45%) children and was reached by 25 (34%) children by the age of 6-8 years. The use of conjunctions was not yet reached by 46 (62%) children and was only reached by 15 (20%) children by the age of 6-8 years (see Figure 3). Correlations between parent reports of knowledge and attitudes and children’s language (i.e. the age at which they reached each developmental milestone) and literacy skills are presented in Table 10. To determine the correlations between age at which a child met each developmental milestone, ages were reverse-coded so that higher scores indicate the participants reached the milestone at earlier ages. The scores from each milestone question (see Figure 3) were then added together for each participant. To compute literacy outcomes, scores on relating to the child’s literacy skills on the survey were added together (see Table 9), with higher scores indicating stronger literacy skills. There were significant positive correlations between child reading score and age (.32), milestones (.29), parents’ belief of the importance of reading to child (.27), and parents' reports of frequency of reading to child (.24). Child's milestones were also significantly
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