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.