Children's storybook knowledge (book-cover recognition) mediates the relationship between home literacy environment and literacy outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When book-cover recognition was entered, parent print exposure stopped predicting vocabulary, indicating mediation. → Davidse 2010 q3 i? When book-cover recognition was entered, both home literacy indicators stopped predicting letter knowledge, indicating mediation. → Davidse 2010 (2)

Evidence¶

Davidse 2010¶

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2010). Cognitive and environmental predictors of early literacy skills. Read Writ 24, 395–412. https://doi.org/10.1007/s11145-010-9233-3

q3 · i? · associational · r2

Hierarchical regression Model 2 on vocabulary (N = 174): entering book-cover recognition made parent print exposure non-significant; "book-cover recognition was a strong predictor ( b = .32)".

"the parent print exposure checklist test stopped being significant, but book-cover recognition was a strong predictor ( b = .32). This indicates that the child’s book knowledge mediates HLE."

Davidse 2010 (2)¶

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2010). Cognitive and environmental predictors of early literacy skills. Read Writ 24, 395–412. https://doi.org/10.1007/s11145-010-9233-3

q3 · i? · associational · r2

Hierarchical regression Model 2 on letter knowledge (N = 174): book-cover recognition β = .29 and both home literacy indicators became non-significant, supporting mediation.

"the book-cover test was a significant predictor ( b = .29) and both home literacy indicators stopped being significant. The child’s book knowledge evidently mediates the relationship between home literacy environment and letter knowledge."

Discussion¶

Related Claims¶

• Book exposure predicts letter knowledge (about 6% of variance), consistent with meta-analytic evidence that print-related skills improve even from story-content-focused reading
• Home literacy environment and child health predict reading readiness at school entry, and socioeconomic status stops being a significant predictor once home literacy environment is entered (suggestive of mediation, not tested) — related
• Home literacy environment predicts early literacy outcomes, with parent print exposure predicting vocabulary and book-sharing frequency predicting letter knowledge — related
• Book-cover recognition predicts vocabulary and letter knowledge even after controlling for intelligence and cognitive control — related
• Cognitive control mechanisms do not moderate the beneficial effects of book exposure on early literacy outcomes — related
• More frequent parent-reported home literacy activities were associated with better children's math performance, controlling for covariates — related