Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading: Evidence From A Longitudinal Study

Abstract

ABSTRACT Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children’s language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time 1 (Mage = 3:11). At time 2, the children completed phonological awareness, vocabulary, inhibitory control and nonverbal reasoning assessments (Mage = 4:3) and at time 3 a word reading assessment (Mage = 5:3). Letter-sound interactions (a code-related home literacy index that included discussions about letter-sound associations) bore significant associations with children’s word reading, whereas letter activities (a code-related index that was less focussed on letter-sound links) did not. Path analyses indicated that letter-sound interactions directly predicted regular word reading and predicted regular and irregular word reading indirectly via children’s phonological awareness. These findings highlight that different aspects of code-related home literacy experiences are differentially associated with later word reading skills. Practice and Policy: The findings suggest that parents’ integration of interactive, age-appropriate discussions that focus on letter-sound associations into children’s everyday experiences may support emerging word decoding skills.