Early Shared Reading, Socioeconomic Status, and Children's Cognitive and School Competencies: Six Years of Longitudinal Evidence

Autor/inn/en	Shahaeian, Ameneh; Wang, Cen; Tucker-Drob, Elliot; Geiger, Vincent; Bus, Adriana G.; Harrison, Linda J.
Titel	Early Shared Reading, Socioeconomic Status, and Children's Cognitive and School Competencies: Six Years of Longitudinal Evidence
Quelle	In: Scientific Studies of Reading, 22 (2018) 6, S.485-502 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Cen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1482901
Schlagwörter	Preschool Children; Foreign Countries; Academic Achievement; Correlation; Receptive Language; Vocabulary; Academic Ability; Emergent Literacy; Predictor Variables; Socioeconomic Influences; Parent Child Relationship; Reading Aloud to Others; Family Environment; Childrens Literature; Intelligence Tests; Verbal Ability; Elementary School Students; Australia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Schulleistung; Korrelation; Rezeptive Kommunikationsfähigkeit; Wortschatz; Frühleseunterricht; Prädiktor; Sozioökonomischer Faktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; 'Children''s literature'; Kinderliteratur; Intelligence test; Intelligenztest; Mündliche Leistung; Australien
Abstract	This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children's later academic achievement. It examined the mediating role of children's vocabulary and early academic skills, and the moderating effects of family's socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children's academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01