Associations between home literacy environment, executive function, and emergent literacy among four-year-old children from low-income families
Date
2026
Authors
Opao, Josellie
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Abstract
Emergent literacy skills are a set of knowledge, skills and behaviors that serve as precursors to conventional reading and writing. Despite a wealth of research investigating the influence of the home literacy environment (HLE) on the emerging literacy skills of preschool children, findings across studies remain inconsistent. More recently, researchers have been interested in the role of executive function (EF) in school readiness skills, including emergent literacy, as well as its potential mediating role between the HLE and early literacy skills. However, their associations remain insufficiently understood, particularly among low-income preschool populations. Therefore, the present study sought to examine the direct effects of the different types of HLE activities (reading books, telling stories, and learning activities) on children’s emergent literacy skills, as well as their indirect effects operating through EF among 4-year-olds from low-income families. The three HLE activities were examined separately to determine whether each would show a differential pattern of association with emergent literacy. Using secondary data from the Baby’s First Years study, the path analysis revealed a significant direct association between EF and emergent literacy. In contrast, no significant direct and indirect effects were found between any of the three HLE activities and emergent literacy via EF. These findings underscore the important role of early EF in supporting the acquisition of early literacy skills prior to school entry.
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Keywords
emergent literacy, executive function, home literacy environment