Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school

This study followed 554 children from age 3 to 13 years to understand how their home learning environment in preschool affected their reading and maths skills in secondary school. Book exposure and quality maths conversations at home predicted later mathematical competency, while reading outcomes were influenced indirectly through early language skills. The home learning environment during secondary school also directly affected reading outcomes.

Key points

• Book exposure in preschool predicted mathematical outcomes in secondary school, mediated through early arithmetic skills
• Quality verbal interactions about mathematics in the early years predicted secondary school maths competency
• Reading outcomes in secondary school were not directly predicted by early home learning environment but were influenced indirectly via early language and literacy skills
• Different dimensions of the early home learning environment had different associations with young children's competencies
• Home learning environment during secondary school directly predicted reading outcomes

Limitations

The study does not examine why different dimensions of the home learning environment have differential effects, nor does it explain the mechanisms through which some effects operate. The findings are limited to the populations studied in Germany and Norway and may not generalise to other contexts.