Early shared reading, socioeconomic status, and children’s cognitive and school competencies: six years of longitudinal evidence

Journal article


Shahaeian, Ameneh, Wang, Cen, Tucker-Drob, Elliot, Geiger, Vince, Bus, Adriana G. and Harrison, Linda J.. (2018) Early shared reading, socioeconomic status, and children’s cognitive and school competencies: six years of longitudinal evidence. Scientific Studies of Reading. 22(6), pp. 485 - 502. https://doi.org/10.1080/10888438.2018.1482901
AuthorsShahaeian, Ameneh, Wang, Cen, Tucker-Drob, Elliot, Geiger, Vince, Bus, Adriana G. and Harrison, Linda J.
Abstract

This study explored longitudinal associations between early shared readingat 2 to 3 years of age and children’s later academic achievement. It examined the mediating role of children’s vocabulary and early academic skills, and the moderating effects of family’s socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children’s academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts.

Year2018
JournalScientific Studies of Reading
Journal citation22 (6), pp. 485 - 502
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2018.1482901
Scopus EID2-s2.0-85049114338
Page range485 - 502
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States
EditorsK. Landerl
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https://acuresearchbank.acu.edu.au/item/85438/early-shared-reading-socioeconomic-status-and-children-s-cognitive-and-school-competencies-six-years-of-longitudinal-evidence

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An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes
Mulholland, Judith Anne, Geiger, Vince, Lamb, Janeen Therese and Jacobs, Rachael Frances. (2009) An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes. In J. Milton, K. Hall and J. Lang (Ed.). Proceedings of the ATN Assessment Conference 2009: Assessment in Different Dimensions. Melbourne, Australia: Learning and Teaching Unit, RMIT University. pp. 137 - 145
The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts
Geiger, Vince. (2009) The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts. In R. Hunter, B. Bricknell and T. Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Wellington, New Zealand: Mathematics Education Research Group of Australasia. pp. 201 - 208
CAS enabled devices as provocative agents in the process of mathematical modelling
Faragher, Rhonda Muriel, Redmond, Trevor, Lowe, Jim and Geiger, Vince. (2008) CAS enabled devices as provocative agents in the process of mathematical modelling. In M. Goos, R. Brown and K. Maker (Ed.). Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
The emergence of social perspectives on the use of technology in Mathematics education
Geiger, Vince. (2008) The emergence of social perspectives on the use of technology in Mathematics education. In Marcelo C. Borba and Mariolina Bartolini Bussi (Ed.). Symposium on the Occasion of the 100th Anniversary of ICMI: Resources and Technology Throughout the History of ICMI. Rome, Italy: International Congress on Mathematical Education. pp. 1 - 3
More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator
Geiger, Vince. (2006) More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator. In P.C. Hoyles, J. Lagrange and L. Son (Ed.). Technology Revisited: Digital Technologies; Rethinking the Terrain: Proceedings of the 17th ICMI Study Conference. London, England: International Commission on Mathematical Instruction. pp. 182 - 189
In search of practical wisdom: A conversation between a researcher and a teacher
Goos, Merrilyn and Geiger, Vince. (2006) In search of practical wisdom: A conversation between a researcher and a teacher. For the Learning of Mathematics: an international journal of mathematics education. 26(2), pp. 33 - 35.
Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry
Geiger, Vince. (2006) Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
Living in the Gap: A Tale of Two Different Types of Researchers
Geiger, Vince and Goos, Merrilyn. (2006) Living in the Gap: A Tale of Two Different Types of Researchers. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 254 - 261
Master, servant, partner and extension of self: A finer grained view of this taxonomy
Geiger, Vince. (2005) Master, servant, partner and extension of self: A finer grained view of this taxonomy. In P. Clarkson, A.Downton and D. Gronn (Ed.). Building Connections, Theory, Research and Practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. Sydney, Australia: Mathematics Education Research Group of Australasia. pp. 369 - 376
Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn. (2003) Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. In Mathematical Modelling in Education and Culture Chichester Horwood.
Technology-enriched classrooms: Some implications for teaching applications and modelling
Galbraith, Peter, Renshaw, Peter, Goos, Merrilyn and Geiger, Vince. (2003) Technology-enriched classrooms: Some implications for teaching applications and modelling. In Mathematical Modelling in Education and Culture Chichester Horwood.
Perspectives on technology mediated learning in secondary school mathematics classrooms
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince. (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior. 22(1), pp. 73 - 89. https://doi.org/10.1016/S0732-3123(03)00005-1
What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics
Geiger, Vince. (2003) What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics. In L. Bragg, C. Campbell and G. Herbert (Ed.). MERINO - Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 380 - 387