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https://hdl.handle.net/10620/18523
Longitudinal Study: | LSAC | Title: | Longitudinal profiles of shared book reading in early childhood and children’s academic achievement in Year 3 of school | Authors: | Hayes, Nicole Berthelsen, Donna |
Publication Date: | May-2019 | Pages: | 31-49 | Keywords: | shared book reading parent-child interactions home learning environment |
Abstract: | This research examined longitudinal profiles for parental involvement in shared reading with children from age 2 to 6 years. Associations of the profiles with sociodemographics were explored, as well as associations with children’s achievement in Year 3 at school. Data were drawn from Growing Up in Australia: The Longitudinal Study of Australian Children for 3,836 children in the Baby Cohort. Three longitudinal profiles were identified: (1) high-stable involvement, (2) medium-stable involvement, and (3) low-increasing involvement. Profile membership was distinguished by: child Indigenous status and non-English language at home, family socioeconomic position, number of siblings at home, and child’s early self-regulation. Membership in the low-increasing involvement group was associated with the likelihood of not attaining Australian minimum standards for reading, writing, and numeracy. Membership in the medium-stable involvement group was associated with the likelihood of not attaining minimum standards for reading | DOI: | https://doi.org/10.1080/09243453.2019.1618347 | Research collection: | Journal Articles |
Appears in Collections: | Journal Articles |
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