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The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers' Early Literacy Outcomes.

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Title: The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers' Early Literacy Outcomes.
Authors: Orellana, Pelusa1 (AUTHOR), Cockerill, Maria2 (AUTHOR) maria.cockerill@qub.ac.uk, Valenzuela, Maria Francisca1,3 (AUTHOR), Villalón, Malva1,3 (AUTHOR), De la Maza, Carmen2,3 (AUTHOR), Inostroza, Pamela1,3 (AUTHOR)
Source: Education Sciences. Jun2025, Vol. 15 Issue 6, p668. 21p.
Subject Terms: *Emergent literacy, Statistical significance, Structural equation modeling, Joint custody of children, Self-efficacy
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. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 186201522
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The Influence of Home Language and Literacy Environment and Parental Self-Efficacy on Chilean Preschoolers' Early Literacy Outcomes.
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jun2025, Vol. 15 Issue 6, p668. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Joint+custody+of+children%22">Joint custody of children</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186201522
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              Text: Jun2025
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