Caregiver Self-Efficacy in Relation to Caregivers’ History of Language and Reading Difficulties and Children’s Shared Reading Experiences.

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Title:	Caregiver Self-Efficacy in Relation to Caregivers’ History of Language and Reading Difficulties and Children’s Shared Reading Experiences.
Authors:	Davison, Kelsey E.¹, Ronderos, Juliana¹, Gomez, Sophia¹, Boucher, Alyssa R.¹, Zuk, Jennifer¹ jzuk@bu.edu
Source:	Language, Speech & Hearing Services in Schools. Jul2024, Vol. 55 Issue 3, p853-869. 17p.
Subject Terms:	Reading disability, Reading, Self-evaluation, Data analysis, Parent-child relationships, Mothers, Research methodology evaluation, Home environment, Caregivers, Language disorders, Fathers, Factor analysis, Literacy, Comparative studies, Language acquisition, Educational attainment, *Children, Scale analysis (Psychology), Effect sizes (Statistics), Self-efficacy, Research funding, Cronbach's alpha, Questionnaires, Statistical sampling, Mann Whitney U Test, Descriptive statistics, Statistics, Data analysis software, Confidence intervals, Nonparametric statistics, Reliability (Personality trait)
Geographic Terms:	United States
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	01611461
DOI:	10.1044/2024_LSHSS-23-00067