Pathways to literacy: connections between family assets and preschool children’s emergent literacy skills

Abstract

Using a developmental assets framework, we examined the influences of family resources, routines, and stress on preschool-aged children’s emerging literacy development. Data were collected from 85 children as well as from their parents. Using path analysis, the results revealed that the more regular the routines in the household, the more likely parents were to engage their children in literacy enhancing activities, and in turn the higher the children’s print knowledge and reading interest. This was the case both initially and a year later. Results also showed that family resources and stress contributed to aspects of literacy development, although not as strongly as family routines. The findings suggest that interventions should include efforts to promote supportive family contexts as an additional means to enhance children’s literacy development.