Poster #53 - The Predictability of Literacy Interest in Preschool-Age Children: Comparing Teacher, Parent, and Child Report Measures

• In Event: Poster Session 01

Abstract

Purpose
Child literacy interest is a behavioral reflection of their literacy motivation, which can be measured by participation in literacy activities and enjoyment in those activities. Baroody and Diamond (2011) stated that “children are more likely to participate in activities that they find interesting and may persist longer with ones that are interesting but challenging” (p. 291). As a result, literacy interest could lead to more learning from activities. This study examined the nature of preschool-age children’s literacy interest, the predictability of literacy interest for early literacy skills, and the gender differences in literacy interest.

Method
The sample included 263 three- and four-year-old Head Start children in the Mountain West. The nature, extent, and predictability of literacy interest were compared across parent-reported, teacher-reported, and child-reported measures of literacy activity participation and enjoyment. Each measure used items to look at literacy behavior and enjoyment of multiple literacy activities. Three regression models looked at the predictability of these measures with early literacy skills, namely letter-word identification, picture vocabulary, sound awareness, and print awareness. Model 1 considered teacher, parent, and child-reported behavior measures, Model 2 considered teacher, parent, and child-reported enjoyment measures, and Model 3 considered all six measures. Analyses included covariates of child age, gender, dual language status, ethnicity, and mother’s education level.

Results
Regression analyses for fall interest measures predicting fall outcomes showed that teacher-reported measures of literacy behavior and enjoyment were most predictive of the three measurement types. Specifically, teacher-reported literacy behavior predicted sound awareness (β = 0.18, p < .05) and print awareness skills (β = 0.20 p < .05), and teacher-reported literacy enjoyment predicted letter-word identification (β = 0.17, p < .05). Parent-reports were also predictive, with parent-reported literacy behavior predicting fall letter-word identification (β = .17, p < .05), and parent-reported literacy enjoyment predicting fall picture vocabulary (β = 0.19, p < .05) and print awareness skills (β = 0.20, p < .05).
Regression of fall literacy interest measures predicting spring literacy outcomes showed that teacher-reported literacy behavior predicted print awareness (β = .23, p < .05), while parent-reported literacy predicted letter-word identification (β = .35, p < .05). Finally, gender difference was examined. Parent-reported measures had the highest scores, followed by child reports, and then teacher reports. Gender by reported measures showed teacher and parent reports predicted girl’s literacy outcomes more strongly than boys.

Discussion
The findings for fall literacy interest measures to fall literacy outcomes showed strong predictability of teacher-reported literacy interest measures, indicating their crucial role in children and literacy experiences, as well as the validity of teacher-reported literacy interest. Additionally, parent-reported literacy behavior and enjoyment as predictive measures could be due to parental experiences of ongoing observations of their child while reading.
Findings for fall literacy interest measures to spring literacy outcomes indicate that both teacher and parent-reported literacy behavior and enjoyment significantly predict early literacy, especially print-related skills. Child-reported measures showed positive feelings about their own literacy interest, but their reports did not may not reflect literacy skills.

Authors

• Ashley Silcox, University of Utah
  Presenting Author

• Seung-Hee Claire Son, University of Utah