UNIVERSITY GRADUATE SCHOOL BULLETIN 

ANNOUNCEMENT 

Florida International University 

University Graduate School 

Doctoral Dissertation Defense 

Abstract 

Literacy 4 Me: Understanding the Home Literacy Environment of Young Black and Latine Children and Associations with Children’s Behavior and Emotion Problems 

by 

Terrance Knox-Lane 

This study examined the role of the home literacy environment in shaping early literacy development among young Black and Hispanic/Latine children at risk for behavior problems. In Phase I, 19 caregivers (84.2% female; 78.9% Black; 21.1% Hispanic/Latine) of children enrolled in behavioral or reading-focused summer programs completed demographic questionnaires and participated in focus groups. These data informed the redesign of the Home Literacy Environment Questionnaire (Lonigan & Farver, 2002) to the Home Literacy Environment Questionnaire–Cultural Battery (HLEQ-C). In Phase II, participants included 100 children (Mage = 6.18; 54.0% male) and their caregivers (80.0% biological mothers; 74.0% Black; 23.0% Hispanic/Latine) enrolled in either summer intervention. Caregivers completed measures of demographics, the HLEQ-C, and children’s behavioral and emotional problems. Findings supported the multidimensional factor structure of the HLEQ-C, with factors reflecting parent literacy involvement (PLI), parent literacy habits (PLH), child literacy interests (CLI), child literacy engagement (CLE), and culturally representative literacy materials (CR). Results indicated that print knowledge was positively associated with CLI, CLE, PLI, and CR, and negatively associated with hyperactivity/inattention (HI). Phonics skills showed a similar pattern, with additional associations with PLH and emotional symptoms. For text reading fluency, only CLI and prosocial behavior emerged as positive predictors. Receptive vocabulary was positively associated with CLI, CLE, and CR, and negatively associated with HI. No moderation effects of children’s home literacy environment on the association between children’s behavior/emotion problems and literacy skills were observed. These findings highlight how culturally relevant materials and fostering engagement may be promising strategies for promoting literacy skills among young Black and Latine children, especially those at risk for behavioral and emotional challenges. 

Date: June 23, 2026 Department: Psychology 

Time: 1pm Major Professor: Dr. Katie C. Hart 

Place: AHC-1, Room 135 

Zoom Link: https://us02web.zoom.us/j/5969004832?pwd=yyXSdHXUhQt1syGApV8Ojj0uuibSBZ.1