LAUSR

ABSTRACT This study provides a broad, macro-analysis of how the home literacy environment (HLE) manifests among Mayan families with preschool-aged children in Yucatan, Mexico. Despite a substantial body of work showing the significant contribution of the HLE to children’s reading achievement in the U.S., little work examines the HLE and children’s learning outside of European American contexts. The aims of the present study were to examine the dimensions of the HLE in Mayan communities in the Yucatan Peninsula and whether the HLE was related to children’s emergent-literacy skills. Mayan caregivers (n = 413) completed questionnaires asking about their literacy practices and beliefs. Children completed direct assessments of their emergent-literacy skills. Research Findings: Results indicated there were two dimensions of the HLE and there was substantial variability in the frequency of home literacy activities reported. Further, aspects of the HLE were related to children’s emergent literacy. Practice or Policy: The variability of the HLE and the associations with children’s emergent literacy has practical implications for the support of literacy development in these communities. For instance, increased parent involvement in children’s education may increase literacy materials and activities in the home.