The effect of home and classroom literacy environment on young children’s Story Construction Ability sequentially mediating role of young children’s reading interest and imagination

This study examined the effect of home and classroom literacy environments on young children’s story-construction ability. Specifically, the sequentially mediating role of young children’s reading interest and imagination was observed. A total of 266 children aged 4-5, their’ mothers and 18 teachers working at a kindergarten in Seoul province participated in a questionnaire survey. This study conducted descriptive, correlation, regression and bootstrapping analyses, employing SPSS 27.0 and Amos 27 program. The results were as follows. First, home and classroom literacy environments positively affected young children’s story construction ability. Second, home and classroom literacy environments increased young children’s reading interest and imagination, as well as young children’s story construction ability. These findings indicate the critical role of home and classroom literacy environments on young children’s story construction ability, dual mediated by young children’s reading interest and imagination.