From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls
Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. Thi...
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| Format: | Article |
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MDPI AG
2025-06-01
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| Series: | Journal of Intelligence |
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| Online Access: | https://www.mdpi.com/2079-3200/13/6/66 |
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| author | Nairy Kazandjian Kianoush Harandian Stéfanie Routhier-Guilmette Marie-Michèle Dufour Isabelle Archambault Linda S. Pagani |
| author_facet | Nairy Kazandjian Kianoush Harandian Stéfanie Routhier-Guilmette Marie-Michèle Dufour Isabelle Archambault Linda S. Pagani |
| author_sort | Nairy Kazandjian |
| collection | DOAJ |
| description | Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence. |
| format | Article |
| id | doaj-art-dcc898ab0e0f418c828a60216dde1998 |
| institution | Kabale University |
| issn | 2079-3200 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Intelligence |
| spelling | doaj-art-dcc898ab0e0f418c828a60216dde19982025-08-20T03:27:17ZengMDPI AGJournal of Intelligence2079-32002025-06-011366610.3390/jintelligence13060066From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and GirlsNairy Kazandjian0Kianoush Harandian1Stéfanie Routhier-Guilmette2Marie-Michèle Dufour3Isabelle Archambault4Linda S. Pagani5School of Psychoeducation, University of Montreal, Montreal, QC H3T 1J4, CanadaSchool of Psychoeducation, University of Montreal, Montreal, QC H3T 1J4, CanadaSchool Environment Research Group, University of Montreal, Montreal, QC H3T 1J4, CanadaSchool of Psychoeducation, University of Montreal, Montreal, QC H3T 1J4, CanadaSchool of Psychoeducation, University of Montreal, Montreal, QC H3T 1J4, CanadaSchool of Psychoeducation, University of Montreal, Montreal, QC H3T 1J4, CanadaCross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence.https://www.mdpi.com/2079-3200/13/6/66early literacy stimulationliteracyacademic engagementchild developmentparental involvementschool readiness |
| spellingShingle | Nairy Kazandjian Kianoush Harandian Stéfanie Routhier-Guilmette Marie-Michèle Dufour Isabelle Archambault Linda S. Pagani From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls Journal of Intelligence early literacy stimulation literacy academic engagement child development parental involvement school readiness |
| title | From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls |
| title_full | From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls |
| title_fullStr | From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls |
| title_full_unstemmed | From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls |
| title_short | From Storytime to Success: Prospective Longitudinal Associations Between Toddler Literacy Enrichment and Long-Term Student Engagement in a Millennial Birth Cohort of Boys and Girls |
| title_sort | from storytime to success prospective longitudinal associations between toddler literacy enrichment and long term student engagement in a millennial birth cohort of boys and girls |
| topic | early literacy stimulation literacy academic engagement child development parental involvement school readiness |
| url | https://www.mdpi.com/2079-3200/13/6/66 |
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