Previous research reported conflicting findings on the influence of play, family involvement and literacy interest on literacy skills as the influence of these variables varies by sex. Therefore, the present study was conducted to determine the moderating role of sex between these variables among pre-schoolers from low-income families in Taraba State Nigeria. 394 preschool children aged 3 to 5 years with their mothers were selected using a proportionate stratified random sampling technique. The findings confirmed significant direct positive effects of play, family involvement and literacy interest on literacy skills. It also revealed a significant moderating effect of sex on the relationship between play and literacy skills. It also confirmed that the influence of family involvement on literacy skills is moderated by sex. Contrarily, the moderating effect of sex on the relationship between literacy interest and literacy skill was not significant. The study concluded that preschool boys and girls were different in their natural creation which may cause differences in their literacy skills ability. The finding implied the need for more attention from the preschool setting to further improve their academic planning in order to enhance both preschool boys’ and girls’ literacy skills.
Arce, E. (2000). Curriculum for young children: An introduction. USA: Delma Thomson Learning.
Arigbabu, A. A., & Mji, A. (2004). Is gender a factor on mathematics performance among Nigerian preservice teachers? Sex Roles: A Journal of Research, 51(II), 749-753. DOI: 10.1007/s11199-004-0724-z
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
Baroody, A. E., & Diamond, K. E. (2019). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Education, 32(2), 78-87. https://doi.org/10.1177/0271121410392803
Baroody, A. E., Diamond, K. E. (2010). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78-87. doi:
10.1177/0271121410392803.
Bulotsky-Shearer, R. J., Bell, E. R., Romero, S. L., & Carter, T. M. (2012). Preschool interactive peer play mediates problem behavior and learning for low-income children. Journal of Applied Developmental Psychology, 33(1), 53-65.
https://doi.org/10.1016/j.appdev.2011.09.003
Bulotsky-Shearer, R. J., Dominguez, X., Bell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relations between behavior problems in classroom social and learning situations and peer social competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18, 195–2010. https://doi.org/10.1177/1063426609351172
Bracken, & Fischel, J. E. (2008). Family reading behaviour and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19 (1), 45-67. https://doi.org/10.1080/10409280701838835
Brandlistuen, R. E., Flato, M., Stoltenberg, C., Helland, S. S., & Wang, M. V. (2020). Gender gaps in preschool age: A study of behavior, neurodevelopment and pre-academic skills, 49(5), 503-510. https://doi.org/10.1177/1403494820944740
Bredekamp, S. (2005). Play and school readiness. Educational Perspectives, 38(1), 18-26.
Calvin, C. M., Fernandes, C., Smith, P., Visscher, P. M., & Deary, I. J. (2010). Sex, intelligence and educational achievement in a national cohort of over 175,000 11-year-old schoolchildren in England. Intelligence, 38(4), 424-432.
https://doi.org/10.1016/j.intell.2010.04.005
Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. The New England Reading Association Journal, 46(1), 16-29.
Chopra, N., & Khanna, I. (2019). Play as a Mechanism of Promoting Emergent Literacy among Young Children: The Indian Context. In Early Childhood Education. Intech Open.
Chow, B. W. Y., Ho, C. S. H., Wong, S. W., Waye, M. M., & Zheng, M. (2017). Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators? Scandinavian journal of psychology, 58(6), 519-529. DOI: 10.1111/sjop.12397
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425-434.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
Dewar, G. (2017). The cognitive benefits of play: Effects on the learning brain. Retrieved from http://parentingscience.com/benefits-of-play/#sthash.hNID0PI1.dpuf
Dobbs?Oates, J., Pentimonti, J. M., Justice, L. M., & Kaderavek, J. N. (2015). Parent and child attitudinal factors in a model of children's print?concept knowledge. Journal of Research in Reading, 38(1), 91-108. http://dx.doi.org/10.1111/j.1467-9817.2012.01545.x
Eggen, P., & Kauchak, D. (2013). Educational psychology: Windows on classrooms (9th ed.). Upper Saddle River, NJ: Pearson Education.
Ethier, K. A., Kershaw, T. S., Lewis, J. B., Milan, S., Niccolai, L. M., & Ickovics, J. R. (2006). Self-esteem, emotional distress and sexual behavior among adolescent females: Inter-relationships and temporal effects. Journal of Adolescent Health, 38(3), 268-274. https://doi.org/10.1016/j.jadohealth.2004.12.010
Fantuzzo, J., McWayne, C. M., Perry, M. A., & Childs, S. (2013). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467.
https://doi.org/10.1080/02796015.2004.12086262
Fantuzzo, J., Gadsden, V., Li, F., Sproul, F., McDermott, P., Hightower, D., & Minney, A. (2013). Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire. Early Childhood Research Quarterly, 28(4), 734-742. DOI:10.1016/j.ecresq.2013.07.001
Gay, B., Sonnenschein, S., Sun, S., & Baker, L. (2021). Poverty, parent involvement, and children’s reading skills: Testing the compensatory effect of the amount of classroom reading instruction. Early Education and Development, 32(7).
https://doi.org/10.1080/10409289.2020.1829292
Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252-271. http://dx.doi.org/10.1037/0022-0663.100.2.252
Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
Jones, S., & Myhill, D. (2007). Discourses of difference? Examining gender differences in linguistic characteristics of writing. Canadian Journal of Education/Revue Canadienne de l'education, 30(2), 456-482. https://doi.org/10.2307/20466646
Manz, P. H., & Bracaliello, C. B. (2016). Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning. Early Childhood Research Quarterly, 36, 157-167. https://doi.org/10.1016/j.ecresq.2015.12.015
Miranda, M. L., Kim, D., Osgood, C., & Hastings, D. (2011). The impact of early childhood lead exposure on educational test performance among Connecticut schoolchildren, Phase 1 Report. Durham, NC: Duke University: Children's Environmental Health Initiative.
Moore, K. (2020). The Effects of Play-based Learning on Early Literacy Skills in Kindergarten. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/ 377 This Action Research Project is brought to you for free and open acces
Moyles, J. (2005). The Excellence of Play (2nd ed.). Maidenhead: Open University Press.
National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. National Academies Press
National Early Literacy Panel (NELP). (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. http://lincs. ed.gov/publications/pdf/NELPReport09.pdf
Nurmi, J.-E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15(2), 103-122. https://doi.org/10.1016/j.learninstruc.2005.04.009
Oakhill, J. V., & Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls' reading comprehension. British Journal of Psychology, 98(2), 223-235. DOI: 10.1348/000712606X117649
Rand, M. K., & Morro, L. M. (2021). The Contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly, 56(S1), S239-S248. https://doi.org/10.1002/rrq.383
Silinskas, G., Senechal, M., Torppa, M., &Lerkkanen M-K. (2020). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to grade 2. Front. Psychol. 11, 1508.
https://doi.org/10.3389/fpsyg.2020.01508
Smith, P. K. (2010). Understanding children’s worlds: Children and play. Book Reviews. Wiley Blackwell.
Smith, S., Robbins, T., Stagman, S., & Mahur, D. (2013). Parent engagement from preschool through Grade 3: A guide for policymakers (Report). New York, NY: National Center for Children in Poverty.
Squires, K. E., Lugo?Neris, M. J., Pena, E. D., Bedore, L. M., Bohman, T. M., & Gillam, R. B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. International Journal of Language & Communication Disorders, 49(1), 60-74. https://dx.doi.org/10.1111%2F1460-6984.12044
Phillips, R. A. (2005). Challenging the primacy of lectures: The dissonance between theory and practice in university teaching. Journal of University Teaching and Learning Practice, 2(1), 1. Retrieved from http://jutlp.uow.edu.au/2005_v02_i01/phillips003.html
Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2009). Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instruction, 19(4), 335–344.
https://doi.org/10.1016/j.learninstruc.2008.06.011
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walgermo, B. R., Frijters, J. C., & Solheim, O. J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 44, 90-100. https://doi.org/10.1016/j.ecresq.2018.03.002
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development of prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol.1, pp.11–29). Guilford.
In-Text Citation: (Mohammed & Arshat, 2022)
To Cite this Article: Mohammed, N., & Arshat, Z. (2022). Play, Family Involvement, Literacy Interest and Literacy Skills Among Preschoolers from Low-Income Families in Nigeria: Sex as a Moderator. International Journal of Academic Research in Business and Social Sciences, 12(10), 238– 247.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode