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 journalArticle

3 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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Social Class
Reading
social status
Vocabulary
academic achievement
Longitudinal Studies
vocabulary
longitudinal study
school
evidence
status group
Mathematics
literacy
Learning
mathematics
learning
Literacy

Cite this

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title = "Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence",
abstract = "This study explored longitudinal associations between early shared readingat 2 to 3 years of age and children’s later academic achievement. It examinedthe mediating role of children’s vocabulary and early academic skills,and the moderating effects of family’s socioeconomic status. Data weredrawn from the Longitudinal Study of Australian Children (n = 4,768).Academic achievement was assessed at 8 to 9 years of age via standardizednational test scores of literacy and mathematics achievement. Results indicatedthat early shared reading was associated with children’s academicachievement directly and indirectly through receptive vocabulary and earlyacademic skills. Also, the frequency of early shared reading predicted theoutcome measures, over and above other home learning activities.Associations were stronger among low and middle socioeconomic statusgroups compared to the high socioeconomic status group. We concludethat shared reading offers unique opportunities for adults to teach youngchildren new words and concepts.",
author = "Ameneh Shahaeian and Cen Wang and Elliot Tucker-Drob and Vincent Geiger and Bus, {Adriana G.} and Linda Harrison",
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Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies : Six Years of Longitudinal Evidence. / Shahaeian, Ameneh; Wang, Cen; Tucker-Drob, Elliot ; Geiger, Vincent; Bus, Adriana G. ; Harrison, Linda.

In: Scientific Studies of Reading, Vol. 22, No. 6, 2018, p. 485-502.

Research output: Contribution to journalArticle

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