ArticleEarly childhood research quarterly
Parent-Child Shared Book Reading Mediates the Impact of Socioeconomic Status on Heritage Language Learners' Emergent Literacy.
Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 37 citations in OpenAlex.
- The Contribution of Emergent Literacy Skills to the Development of Character Recognition and Oral Vocabulary Knowledge Among Children With Autism Spectrum Disorder: The Case of Kindergarteners in China.Journal of autism and developmental disorders · 2026Article
- Executive functions as mediators of early educational disparities by SES, gender and birth month.NPJ science of learning · 2026Article
- Revealing the Unique Themes in Parent-Child Shared Book Reading Behaviors: A Systematic Review of Chinese and English Research 2005-2024.Behavioral sciences (Basel, Switzerland) · 2026Article
- Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling.Frontiers in psychology · 2024Article
- Article
- The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children's Spanish and English emergent literacy skills.Frontiers in psychology · 2022Article
- The Contingent Relationships Between Maternal and Child Cognitive Demand Contributions in Shared Book Reading Among Low-income Preschool-Age Dual Language Learners: A Sequential Analysis.Infant and child developmentArticle
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a familial language is spoken but receive English instruction at school, parent-child shared book reading research among heritage language learners remains scarce. Further, the impact of parent-child shared book reading is likely to alter the influence of family's socioeconomic status on heritage language learners' emergent literacy development. Here, parent-child shared book reading and children's emergent literacy were examined using latent variable path analyses in a national sample of 965 heritage language learners ages 2 to 6 years old. Parent-child shared book reading mediated the effect of socioeconomic status on heritage language learners' emergent literacy.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.