Research on the home literacy environment has predominantly centered on the quantity of word exposure rather than examining the role that nuanced parent–child interactions play in the home literacy environment and children’s language and literacy development. The present study addressed this gap by using the Early Childhood Longitudinal Study-Birth Cohort to examine whether the parent (e.g., sensitivity, positive regard) and child behaviors (e.g., engagement, sustained attention) during parent–child interactions assessed with the two bags task would function as mediators for the association between shared literacy activities and emergent literacy skills and oral language skills. The sample included approximately 10,690 children and their mothers. Results of the longitudinal path analysis with mediators showed the direct effects of shared literacy activities on emergent literacy and oral language outcomes. Additionally, parents’ positive regard, children’s engagement, and children’s sustained attention mediated the association between shared literacy activities and emergent literacy skills and oral language skills at preschool. Implications and future research are discussed.

关于家庭识字环境的研究主要集中在单词暴露的数量上，而不是研究细微的亲子互动在家庭识字环境以及儿童语言和识字能力发展中的作用。本研究通过使用早期儿童纵向研究-出生队列研究了在两个袋子评估的亲子互动过程中父母（例如，敏感性，积极的关注）和儿童行为（例如，参与，持续关注）是否存在这一差距。该任务将充当共享扫盲活动与新兴扫盲技能和口语技能之间联系的调解人。样本包括大约10,690名儿童及其母亲。与调解员进行的纵向路径分析的结果表明，共享扫盲活动对紧急识字和口语结果的直接影响。此外，父母的积极关怀，儿童的参与和儿童的持续关注介导了共享扫盲活动与学前儿童的新兴识字技能和口语技能之间的联系。讨论了影响和未来的研究。