Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood

Abstract

ABSTRACT Purpose This study investigated the effects of early shared reading and access to books on reading vocabulary in middle childhood and the pathways associated with later reading success. Method Path analysis of data from four waves of a national longitudinal study of children (N = 7,751) was used to investigate direct and indirect effects of early home literacy practices at age 3 on reading attainment at age 9, controlling for demographic and family characteristics. Children were aged 3, 5, 7, and 9 years at each respective wave of data collection, and 49.1% of the sample were girls. The majority of caregivers in the study were White (94.3%). Results Early shared reading and availability of books predicted higher reading scores at age 9, controlling for covariates at age 3. Sixty-four percent of the association between early shared reading and reading attainment in middle childhood was explained by several paths incorporating language and literacy variables at age 5 and reading for pleasure at age 7. The association between books at age 3 and vocabulary at age 9 was fully accounted for through an increase in the number of books at age 5 and greater likelihood of reading for pleasure at age 7. Conclusion Both early shared reading and availability of books predicted reading attainment in middle childhood though through different pathways. The findings support reading interventions that provide books and shared reading opportunities in early childhood.