Overcoming early reading challenges: The crucial roles of home literacy environment, school environment, and approaches to learning

Abstract Background Early reading development, which is influenced by various factors, such as family environment, school environment, and individual psychological characteristics, plays a crucial role in children's later reading ability and academic achievement. Aims This study aims to establish a comprehensive bioecological longitudinal model of children's early reading development and provide a scientific basis for developing practical interventions to help children face reading challenges, such as poor economic conditions and negative psychological characteristics. Samples Longitudinal data from 9312 preschool children participating in the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS‐K: 2011) was used in this study. Methods Based on Bronfenbrenner's bioecological model, the present study applied a structural equation model to investigate the effects of distal factors (family socio‐economic status and individual psychological characteristics) and proximal factors (home literacy environment, school environment, and approaches to learning) on early reading development in a longitudinal design. In addition, the study tested the mediation and moderation effects of proximal factors on the relationship between distal factors and children's reading ability. Results The results suggested that the model of early reading development incorporating proximal and distal factors effectively explains early reading development in children from preschool to primary school. Furthermore, proximal factors act as protective factors mediating and moderating the influence of distal factors on early reading ability. Conclusions Children's reading challenges due to economic conditions and psychological characteristics may be minimized by improving proximal factors, such as home literacy environment, school environment, and approaches to learning.