A robust finding from research in high-income countries is that children living in resource-poor homes are vulnerable to difficulties with language and literacy but less is known about this association in low- and middle-income (LMI) countries. We present a meta-analysis of 6,678 correlations from studies in 43 LMI countries. Overall, the results indicate a small but significant association (r = .08) between home language and literacy environment and children's language and literacy skills. After examining a range of moderators, adult literacy practices and books-at-home had a significantly larger association with children's language and literacy skills than did home tutoring. Studies using customized measures demonstrated a more marked association between home attributes and children's outcomes (r = .14) than studies using a common measure across multiple sites (r = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children's language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children's educational success, a critical target for many LMI countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

---

家庭学习环境与儿童的语言和读写能力：对低收入和中等收入国家进行的研究的荟萃分析回顾。


高收入国家的一项强有力的研究发现，生活在资源匮乏家庭的儿童很容易出现语言和识字方面的困难，但在低收入和中等收入 (LMI) 国家，人们对这种关联知之甚少。我们对 43 个中低收入国家的研究中的 6,678 项相关性进行了荟萃分析。总体而言，结果表明家庭语言和识字环境与儿童的语言和识字技能之间存在微小但显着的关联 (r = .08)。在对一系列主持人进行研究后发现，与家庭辅导相比，成人识字练习和家庭书籍与儿童语言和识字技能的关联要大得多。使用定制测量的研究表明，与在多个地点使用通用测量的研究 (r = .06) 相比，家庭属性和儿童结果之间的关联更为明显 (r = .14)。已发表的研究表明，这种关联比未发表的研究要大得多，而收入不平等程度较大的国家则比相对平等的社会表现出更大的关联。我们的结论是，小型整体关联不应被视为中低收入国家家庭学习环境与儿童语言和读写技能之间缺乏或微乎其微的关系的支持。相反，检测这种关系的一个重要因素是评估必须更好地反映不同文化中家庭的性质，以捕捉人口的真实差异。这种基于情境的测量将导致家庭学习环境的包容性概念化，并可以更好地为干预计划提供信息，以提高儿童的教育成功率，这是许多中低收入国家的关键目标。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。