The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a familial language is spoken but receive English instruction at school, parent-child shared book reading research among heritage language learners remains scarce. Further, the impact of parent-child shared book reading is likely to alter the influence of family's socioeconomic status on heritage language learners’ emergent literacy development. Here, parent-child shared book reading and children's emergent literacy were examined using latent variable path analyses in a national sample of 965 heritage language learners ages 2 to 6 years old. Parent-child shared book reading mediated the effect of socioeconomic status on heritage language learners' emergent literacy.

促进亲子共同阅读以促进儿童识字能力的发展是早期识字循证建议的重要组成部分。大量研究表明，无论社会经济地位如何，亲子共同阅读都能促进单语儿童的读写能力。然而，尽管美国的传统语言学习者人数不断增加，那些在说家族语言的家庭中长大但在学校接受英语教学的人，在传统语言学习者中进行的亲子共享书籍阅读研究仍然很少。此外，亲子共同阅读的影响可能会改变家庭社会经济地位对传统语言学习者新兴识字能力发展的影响。这里，在 965 名 2 至 6 岁的传统语言学习者的全国样本中，使用潜在变量路径分析检查了亲子共享书籍阅读和儿童的新兴识字能力。亲子共享书籍阅读在社会经济地位对传统语言学习者的新兴识字能力的影响中起中介作用。