Factors related to pre-literacy skills among low SES preschoolers: the contributions of parenting stress and attachment on early narrative ability

Abstract

It is well documented that preschoolers' narrative ability is a precursor for literacy. In fact, narrative ability at age four has been shown to predict reading comprehension as far into the future as the seventh grade. Because this oral language skill sets the foundation for literacy, it is important to identify factors which promote its development, particularly among high-risk groups. The present research explored two potential factors among 56 economically disadvantaged mother-child dyads: parenting stress and attachment security. Surprisingly, a significant relationship was not found between either parenting stress or attachment security and different properties of children's narrative ability. In fact, these variables only accounted for a very small proportion of the variance of all of the narrative properties analyzed. Restricted range in narrative ability and attachment security among the present sample may account for the non-significant findings. Future research aims to investigate whether subsequent intervention by fostering more proactive interaction skills will improve children's narrative ability and/or affect parenting stress among mothers.