We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (M_age = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.

中文翻译：

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家庭识字环境、阅读兴趣和阅读技巧之间的发展关系：来自三年纵向研究的证据

我们在 172 名讲英语的加拿大儿童（M_年龄 = 75.87 个月）从一年级到三年级的样本中检查了家庭识字环境、阅读兴趣与儿童的新兴识字和阅读技能之间的双向关系。分析显示，家庭阅读理解活动（RCA）正向预测儿童 2 年级末的阅读能力，而阅读能力负向预测 3 年级的 RCA。家长评价的阅读兴趣与阅读能力呈双向相关，而儿童——额定阅读兴趣仅由早期阅读技能预测，反之则不然。这些发现表明，父母对孩子的阅读表现很敏感，并相应地调整他们的参与度。