Caregiver self-efficacy and reading difficulties (Davison et al., 2024)

Purpose: Emerging literature suggests caregiver self-efficacy is an important factor related to caregivers’ shared reading practices with their children. Reduced shared reading has been documented among families of caregiver(s) with language-based learning disabilities (LBLD). Yet, it remains unclear whether caregivers’ history of language and reading difficulties is associated with caregiver self-efficacy. The purpose of this study was to examine whether self-efficacy in language- and reading-related caregiver activities related to caregiver history of language and reading difficulties and shared reading practices.Method: One hundred seventy-six caregivers of children aged 18–60 months completed a custom self-efficacy in language- and reading-related caregiver activities questionnaire, as well as demographic, history of language and reading difficulties (used both as a continuous measure and to dichotomize caregivers with and without LBLD history), and shared reading measures in a one-time survey.Results: Caregivers with a history of LBLD reported an overall lower self-efficacy and a reduced amount of time reading with their children per week than caregivers without LBLD history. Examining caregiver history of language and reading difficulties continuously across the whole group, self-efficacy mediated the relationship between caregiver difficulties and shared reading practices, even when caregiver education was incorporated as an additional mediator in models.Conclusions: Findings indicate that self-efficacy and caregiver education mediate the relationship between caregiver history of language and reading difficulties and shared reading practices. Consideration of self-efficacy by clinicians and educators is warranted when promoting shared reading practices to caregivers of young children. There is a need for future research to examine relationships between self-efficacy and shared reading among caregivers with LBLD of culturally and linguistically diverse backgrounds.Supplemental Material S1. Survey items and response scoring.Supplemental Material S2. Bivariate associations between key variables among caregivers with a history of LBLD (n = 58).Supplemental Material S3. Bivariate associations between key variables among caregivers without a history of LBLD (n = 118).Supplemental Material S4. Caregivers of children.Davison, K. E., Ronderos, J., Gomez, S., Boucher, A. R., & Zuk, J. (2024). Caregiver self-efficacy in relation to caregivers’ history of language and reading difficulties and children’s shared reading experiences. Language, Speech, and Hearing Services in Schools, 55(3), 853–869. https://doi.org/10.1044/2024_LSHSS-23-00067

目的：新兴文献表明，照护者的自我效能感与其与子女共享阅读的实践之间存在重要关联。已有研究表明，在语言基础学习障碍（LBLD）的照护者家庭中，共享阅读的次数减少。然而，照护者语言和阅读困难的历史是否与照护者的自我效能感相关联尚不明确。本研究旨在探讨与照护者语言和阅读困难的历史相关的自我效能感以及与共享阅读实践之间的关联。方法：176名18至60个月大儿童的照护者完成了一项关于语言和阅读相关照护活动自我效能感的定制问卷，以及人口统计学信息、语言和阅读困难的历史（既作为连续指标，也用于区分具有和没有LBLD历史的照护者），以及一次性的共享阅读措施。结果：具有LBLD历史的照护者报告了整体较低的自我效能感，以及每周与子女阅读的时间较无LBLD历史照护者减少。在整个群体中连续考察照护者语言和阅读困难的历史，自我效能感在照护者困难与共享阅读实践之间起到了中介作用，即使在模型中将照护者的教育作为额外的中介因素考虑时也是如此。结论：研究结果指出，自我效能感和照护者的教育在照护者语言和阅读困难的历史与共享阅读实践之间起到中介作用。在推广共享阅读实践给年轻儿童的照护者时，临床医生和教育工作者应考虑照护者的自我效能感。未来研究有必要探讨具有文化语言背景多样的LBLD照护者中自我效能感与共享阅读之间的关联。补充材料S1：调查项目和响应评分。补充材料S2：具有LBLD历史的照护者（n = 58）间关键变量的二元关联。补充材料S3：无LBLD历史照护者（n = 118）间关键变量的二元关联。补充材料S4：儿童照护者。Davison, K. E., Ronderos, J., Gomez, S., Boucher, A. R., & Zuk, J. (2024). 与照护者语言和阅读困难的历史及儿童共享阅读经历相关的照护者自我效能感。语言、言语和听力学校服务，55(3)，853–869. https://doi.org/10.1044/2024_LSHSS-23-00067