Abstract

This study used Latent Class Analysis to identify groups of children exposed to similar home language and literacy environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-SES households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.