Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The current study examined how multiple years of early maternal language input from 6 to 36 months and later classroom instructional quality from pre-kindergarten (pre-K) through fifth grade were related to children's early language at 36 months and later literacy trajectories in word recognition and reading comprehension across elementary school. The study included a diverse, population-representative sample of 1,292 children who were born in low-wealth rural communities and followed through fifth grade. Video recordings and subsequent transcripts of mother-child shared picture book tasks in the home at four timepoints during early childhood were used to assess maternal diversity of vocabulary, utterance complexity, and engagement (wh-questions) during book sharing. The quality of instruction in elementary school was assessed using classroom observations from pre-K through fifth grade. Maternal complexity and engagement were indirectly related to children's literacy trajectories across pre-K to fifth grade through effects on early child language at 36 months. Higher-quality classroom instruction was not reliably related to concurrent literacy skills in pre-K through fifth grade. Findings suggested the enduring importance of early maternal language input in predicting children's early language and later literacy skill development during elementary school. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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早期母语输入和课堂教学质量与从幼儿园到五年级的儿童识字轨迹有关。

儿童早期母语输入和小学课堂教学质量已被证明是预测儿童识字技能发展的重要环境支持。然而，没有研究同时检查这两种环境支持与儿童早期语言技能和小学后期识字技能的关系。目前的研究检查了从 6 个月到 36 个月的多年早期母语输入以及从幼儿园（学前班）到五年级的后期课堂教学质量与 36 个月儿童的早期语言以及后来的识字轨迹之间的关系和小学的阅读理解。该研究包括一个多样化的、具有人口代表性的样本 1、292 名儿童出生在低收入的农村社区并一直持续到五年级。在儿童早期的四个时间点，母子在家里共享绘本任务的视频记录和随后的成绩单被用来评估母亲在共享书籍期间的词汇多样性、话语复杂性和参与度（wh-问题）。小学教学质量是通过从学前班到五年级的课堂观察来评估的。母亲的复杂性和参与度通过影响 36 个月大的早期儿童语言与学前班到五年级的儿童识字轨迹间接相关。更高质量的课堂教学与学前班到五年级的同时读写技能没有可靠的关系。研究结果表明，早期母语输入在预测儿童的早期语言和后来的小学读写技能发展方面具有持久的重要性。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。