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

ABSTRACT: This study explored the longitudinal association between early shared reading and children's later school achievement. We also examined the mediating role of children's academic school readiness and the moderating effect of family socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Frequency of shared reading and academic school readiness were assessed at the ages of 2-3 and 4-5. School achievement was assessed at age 8-9 via standardized national tests of school literacy and mathematics achievement. Results indicated that early shared reading was associated with children's school achievement directly and indirectly through receptive language and early academic skills. The results also showed that frequency of reading predicts

SUBMITTER: Shahaeian A 

PROVIDER: S-EPMC8186290 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature