Examining the Direct and Indirect Effects of In-Home Literacy Practices on Children’s Early Literacy Skills and Working Memory

The objective of this study was to ascertain the direct and indirect effects of in-home literacy practices on children’s early literacy skills and working memory performance. The study was designed as descriptive research, and structural equation modelling was employed for the analysis of the obtained data. A total of 180 children, comprising 87 females and 93 males, aged six, and their parents participated in the study. The study employed a range of instruments for data collection, including the Home Literacy Environment Scale, the Emergent Literacy Questionnaire, the Early Literacy Skills Assessment Tool, and the Working Memory Scale. The findings revealed that maternal involvement in literacy preparation activities was associated with a higher frequency of such activities, while paternal involvement was associated with a lower frequency. Additionally, the study demonstrated that maternal practices in the home literacy environment had a direct effect on children's early literacy skills. Furthermore, it was determined that early literacy skills had a direct impact on verbal and visual working memory. Although there was no direct effect of the home literacy environment on working memory, it was found that children’s early literacy skills had an indirect effect on working memory performance through their early literacy skills. Additionally, fathers’ in-home literacy practices did not have a significant indirect effect on working memory.