Parent-Child Interactions Longitudinally Mediate the Association between Shared Literacy Activities and Emergent Literacy and Oral Language Skills

Autor/in	Meng, Christine
Titel	Parent-Child Interactions Longitudinally Mediate the Association between Shared Literacy Activities and Emergent Literacy and Oral Language Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 6, S.1593-1612 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meng, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10130-z
Schlagwörter	Parent Child Relationship; Interaction; Family Environment; Mothers; Emergent Literacy; Oral Language; Attention; Participation; Parent Attitudes; Preschool Education; Preschool Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Familienmilieu; Mother; Mutter; Frühleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Aufmerksamkeit; Teilnahme; Elternverhalten; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	Research on the home literacy environment has predominantly centered on the quantity of word exposure rather than examining the role that nuanced parent-child interactions play in the home literacy environment and children's language and literacy development. The present study addressed this gap by using the Early Childhood Longitudinal Study-Birth Cohort to examine whether the parent (e.g., sensitivity, positive regard) and child behaviors (e.g., engagement, sustained attention) during parent-child interactions assessed with the two bags task would function as mediators for the association between shared literacy activities and emergent literacy skills and oral language skills. The sample included approximately 10,690 children and their mothers. Results of the longitudinal path analysis with mediators showed the direct effects of shared literacy activities on emergent literacy and oral language outcomes. Additionally, parents' positive regard, children's engagement, and children's sustained attention mediated the association between shared literacy activities and emergent literacy skills and oral language skills at preschool. Implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01