Abstract
We examined the effects of shared reading workshops on children’s early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- and post-intervention measures of HLLE, narrative skills, alphabet knowledge, and parental self-efficacy scores were collected. Findings show higher and statistically significant scores in alphabet knowledge and narrative skills for children whose parents implemented shared reading. Parental self-efficacy increased after participating in the workshops. Correlations between HLLE, parental self-efficacy, and children’s outcomes were low yet significant. To further investigate the role of HLLE as a mediator of children’s outcomes, we used structural equation modeling. Results show an interaction of HLLE on children’s narrative skills and alphabet knowledge.
| Original language | English |
|---|---|
| Article number | 668 |
| Number of pages | 21 |
| Journal | Education Sciences |
| Volume | 15 |
| Issue number | 6 |
| Early online date | 28 May 2025 |
| DOIs | |
| Publication status | Published - Jun 2025 |
Keywords
- home language and literacy environment (HLLE)
- early literacy
- narrative skills
- alphabet knowledge
Access to Document
- The influence of home language and literacy environment and parental self-efficacy on Chilean preschoolers’ early literacy outcomes
Copyright 2025 The Authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.