The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures

Abstract

This study examined the nature of young children’s literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation and enjoyment. Results showed parents rated their children’s literacy interest higher than teachers and preschoolers. Multilevel regression analyses found that teacher and parent reports, especially teacher-reported literacy participation and parent-reported literacy enjoyment, significantly predicted early literacy skills in the fall and spring of a school year. Further analysis demonstrated gender differences in literacy interest and gender by literacy interest interaction effects. Girls scored higher in literacy interest than boys, and teacher-reported literacy participation predicted children’s fall literacy skills more for boys. However, spring literacy skills were predicted more strongly for girls by teacher-reported literacy participation, parent-reported literacy enjoyment, and child-reported literacy enjoyment.

Keywords:

• Literacy participation
• literacy enjoyment
• reading motivation
• reading engagement
• and teacher survey assessment

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study was supported by the University of Utah University Research Committee’s Community-Based Research program and the American Educational Research Association’s Education Research Service Projects program.