Parental Provision of Early Literacy Environment as Related to Reading and Educational Outcomes Across the Academic Lifespan

Abstract

SYNOPSISObjective. The quantity of time mothers read to their young children and the print environment in their homes were examined for their relations to reading achievement and intrinsic motivation across the school years and to educational attainment in adulthood. Design. Data from the 28-year Fullerton Longitudinal Study were analyzed using structural equation modeling. Results. Controlling for mothers’ education and the direct relation between mothers’ and children’s education at comparable chronological ages, time invested in reading to young children, rather than the print environment per se, related to reading achievement and motivation, which in turn related to educational attainment. Conclusion. The specific experience of being read to during the early years has long-term educational benefits that traverse the academic lifespan.

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