Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading

One hundred and ten English‐speaking children schooled in French were followed from kindergarten to Grade 2 ( M age : T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from...