BEGIN:VCALENDAR
VERSION:2.0
PRODID:icalendar-ruby
CALSCALE:GREGORIAN
X-WR-CALNAME:Literacy 4 Me: Understanding the Home Literacy Environment of 
 Young Black and Latine Children and Associations with Children’s Behavio
 r and Emotion Problems: Terrance Lane's Dissertation Defense 
X-WR-TIMEZONE:Eastern Time (US & Canada)
BEGIN:VEVENT
DTSTAMP:20260910T190753Z
UID:tag:localist.com\,2008:EventInstance_53231802491575
DTSTART:20260623T170000Z
DTEND:20260623T180000Z
DESCRIPTION:UNIVERSITY GRADUATE SCHOOL BULLETIN \n\nANNOUNCEMENT \n\n \n\nF
 lorida International University \n\nUniversity Graduate School \n\n \n\nDo
 ctoral Dissertation Defense \n\n \n\nAbstract \n\n \n\nLiteracy 4 Me: Unde
 rstanding the Home Literacy Environment of Young Black and Latine Children
  and Associations with Children’s Behavior and Emotion Problems \n\nby \
 n\nTerrance Knox-Lane \n\n \n\nThis study examined the role of the home li
 teracy 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 chil
 dren enrolled in behavioral or reading-focused summer programs completed d
 emographic questionnaires and participated in focus groups. These data inf
 ormed the redesign of the Home Literacy Environment Questionnaire (Lonigan
  & Farver\, 2002) to the Home Literacy Environment Questionnaire–Cultura
 l 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 multidimens
 ional factor structure of the HLEQ-C\, with factors reflecting parent lite
 racy involvement (PLI)\, parent literacy habits (PLH)\, child literacy int
 erests (CLI)\, child literacy engagement (CLE)\, and culturally representa
 tive literacy materials (CR). Results indicated that print knowledge was p
 ositively associated with CLI\, CLE\, PLI\, and CR\, and negatively associ
 ated with hyperactivity/inattention (HI). Phonics skills showed a similar 
 pattern\, with additional associations with PLH and emotional symptoms. Fo
 r text reading fluency\, only CLI and prosocial behavior emerged as positi
 ve predictors. Receptive vocabulary was positively associated with CLI\, C
 LE\, 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 fi
 ndings highlight how culturally relevant materials and fostering engagemen
 t may be promising strategies for promoting literacy skills among young Bl
 ack and Latine children\, especially those at risk for behavioral and emot
 ional challenges. \n\n \n\nDate: June 23\, 2026 Department: Psychology \n\
 nTime: 1pm Major Professor: Dr. Katie C. Hart \n\nPlace: AHC-1\, Room 135 
 \n\nZoom Link: https://us02web.zoom.us/j/5969004832?pwd=yyXSdHXUhQt1syGApV
 8Ojj0uuibSBZ.1
GEO:25.757615;-80.371425
LOCATION:AHC1 - Academic Health Center 1\, 135
SUMMARY:Literacy 4 Me: Understanding the Home Literacy Environment of Young
  Black and Latine Children and Associations with Children’s Behavior and
  Emotion Problems: Terrance Lane's Dissertation Defense 
URL;VALUE=URI:https://calendar.fiu.edu/event/literacy-4-me-understanding-th
 e-home-literacy-environment-of-young-black-and-latine-children-and-associa
 tions-with-childrens-behavior-and-emotion-problems-terrance-lanes-disserta
 tion-defense
END:VEVENT
END:VCALENDAR