TY - JOUR
T1 - Reading with 1–2 year olds impacts academic achievement at 8–11 years
AU - Brown, Michelle I.
AU - Wang, Cen
AU - McLeod, Sharynne
N1 - Funding Information:
This research was funded by a Senior Research Fellowship from Charles Sturt University, awarded to Professor Sharynne McLeod. This research uses unit record data from Growing Up in Australia, the Longitudinal Study of Australian Children. The Longitudinal Study of Australian Children (LSAC) is conducted in partnership between the Department of Social Services (DoSS) (previously Department of Families, Housing, Community Services and Indigenous Affairs, FaHCSIA), the Australian Institute of Family Studies (AIFS) and the Australian Bureau of Statistics (ABS). The findings and views reported in this paper are those of the authors and should not be attributed to DoSS, AIFS, or the ABS. We would like to thank the families and children who participated in the LSAC study.
Funding Information:
This research was funded by a Senior Research Fellowship from Charles Sturt University , awarded to Professor Sharynne McLeod. This research uses unit record data from Growing Up in Australia, the Longitudinal Study of Australian Children. The Longitudinal Study of Australian Children (LSAC) is conducted in partnership between the Department of Social Services (DoSS) (previously Department of Families, Housing, Community Services and Indigenous Affairs, FaHCSIA), the Australian Institute of Family Studies (AIFS) and the Australian Bureau of Statistics (ABS). The findings and views reported in this paper are those of the authors and should not be attributed to DoSS, AIFS, or the ABS. We would like to thank the families and children who participated in the LSAC study.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - Parent-child book reading with infants is widely recommended and considered one of the most effective parent-child activities for promoting language and literacy development; however, there is limited evidence that reading books with infants (1–2 years) strengthens later literacy skills. The present study examined the long-term impact of parent-child book reading at 1–2 years with literacy, language, and numeracy skills at 8–11 years. Participants were 3547 infants and their caregivers from a nationally representative study. The number of minutes caregivers reported reading books with their infants (1–2 year) were examined with literacy, language, and numeracy skills on a national assessment program in Grades 3 (8–9 years) and 5 (10–11 years). Covariates included sex, age, race, language background, socioeconomic position, and cognition. Small and positive relationships were found between parent-child book reading at 1–2 years and reading, spelling, grammar, and numeracy scores in Grade 3 (8–9 years) and reading, writing, spelling, and grammar scores in Grade 5 (10–11 years). Infants (1–2 years) whose parents read with them for 11 minutes or more per day had stronger reading, spelling, and grammar skills in Grades 3 and 5.
AB - Parent-child book reading with infants is widely recommended and considered one of the most effective parent-child activities for promoting language and literacy development; however, there is limited evidence that reading books with infants (1–2 years) strengthens later literacy skills. The present study examined the long-term impact of parent-child book reading at 1–2 years with literacy, language, and numeracy skills at 8–11 years. Participants were 3547 infants and their caregivers from a nationally representative study. The number of minutes caregivers reported reading books with their infants (1–2 year) were examined with literacy, language, and numeracy skills on a national assessment program in Grades 3 (8–9 years) and 5 (10–11 years). Covariates included sex, age, race, language background, socioeconomic position, and cognition. Small and positive relationships were found between parent-child book reading at 1–2 years and reading, spelling, grammar, and numeracy scores in Grade 3 (8–9 years) and reading, writing, spelling, and grammar scores in Grade 5 (10–11 years). Infants (1–2 years) whose parents read with them for 11 minutes or more per day had stronger reading, spelling, and grammar skills in Grades 3 and 5.
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U2 - 10.1016/j.ecresq.2021.09.008
DO - 10.1016/j.ecresq.2021.09.008
M3 - Article
AN - SCOPUS:85117277669
SN - 0885-2006
VL - 58
SP - 198
EP - 207
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -