Ameneh Shahaeian|Cen Wang|Elliot M. Tucker?Drob|Vince Geiger|Adriana G. Bus|Linda J. Harrison
Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence
Australian Catholic University|Charles Sturt University|The University of Texas at Austin|Australian Catholic University|Charles Sturt University
study explored longitudinal associations early shared reading 2 3 years age childrens later academic achievement examined mediating role childrens vocabulary early academic skills moderating effects familys socioeconomic status data drawn longitudinal study australian children n 4768 academic achievement assessed 8 9 years age via standardized national test scores literacy mathematics achievement results indicated early shared reading associated childrens academic achievement directly indirectly receptive vocabulary early academic skills also frequency early shared reading predicted outcome measures home learning activities associations stronger among low middle socioeconomic status groups compared high socioeconomic status group conclude shared reading offers unique opportunities adults teach young children new words concepts