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This study examined mediators of home literacy environment (HLE) on children's literacy, language, and emotional knowledge. We sample 540 children from classrooms participating in a larger, drama-based instruction study. We examined whether an indirect pathway between SES (family income-to-needs ratio) and child literacy, language, and emotion competencies could be established through HLE (number of books in home) and children’s storytime behavior (interest, embodiment, emotional response). A structural equation model was estimated, with Narrative Language Measure, Bilingual English Spanish Assessment, and Emotion Matching Task regressed on child behavior during reading, regressed on HLE, regressed on with SES. Model fit was good. Results demonstrate a significant indirect pathway from SES through the number of books and child interest during reading to language development and emotional knowledge. Contrary to our theoretical expectations, embodied behavior during book reading was not associated with the language or emotional knowledge outcomes.
This work was supported by a Department of Education Assistance for Arts Education Development and Dissemination grant [grant number U351D1800962].
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