Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

Abstract

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent–Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent–Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent–Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.