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

Ameneh Shahaeian, Cen Wang, Elliot Tucker-Drob, Vincent Geiger, Adriana G. Bus, Linda Harrison

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)485-502
Number of pages18
JournalScientific Studies of Reading
Volume22
Issue number6
Early online dateJun 2018
DOIs
Publication statusPublished - 2018

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