Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?

• Explored the home-school literacy experiences of low-income Latino preschoolers.
• Continuity in home-school practices was measured in an innovative way.
• Continuity in global literacy practices led to more positive child outcomes.
• Discontinuity in caregiver–teacher book sharing styles led to higher child outcomes.
• Discontinuity in caregiver–teacher discourse might serve as a protective factor.

The current study explored the literacy practices used by primary caregivers and Head Start teachers of low-income Latino children, examined the extent to which these practices are continuous, and investigated the role of continuity in home-school literacy practices on Latino preschoolers’ emergent literacy development. Results showed that continuity in home-school global literacy practices, as well as in the use of high-challenging talk during book sharing interactions, was predictive of children's emergent literacy skills at the end of the Head Start year. By contrast, discontinuity in home-school book sharing styles led to higher emergent literacy outcomes. Results are discussed in relation to the importance of the home and preschool environments in supporting low-income Latino children’s early literacy development.