Abstract
The main purpose of this study was to identify the unique predictors of emergent literacy among 90 children (boys and girls) aged 3 to 4 years. The result of this study revealed that home environment is strongest predictors, follows by mother-child interaction and family income that it is not significant. The results indicated predictors’ factors (home environment, mother child interaction) add another 19% to the prediction of emergent literacy after controlling family income. This study also supported the partial mediation role of mother-child interaction in the relationship between home environments with emergent literacy among young children. Implications for future research are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1-16 |
| Number of pages | 16 |
| Journal | Applied Psychology |
| Volume | 3 |
| Issue number | 11 |
| Publication status | Published - Jan 2015 |
| Externally published | Yes |
Keywords
- home environment, mother-child interaction, emergent literacy, children