Fathersʹ language input during shared book activities: Links to childrenʹs kindergarten achievement

The present study used data from the Family Life Project (FLP) to examine predictive relations between fathersʹ and mothersʹ language input during a wordless picture book task in the home just before kindergarten entry and childrenʹs letter–word identification, picture vocabulary, and applied problems scores at the end of kindergarten. Fathersʹ and mothersʹ language input was defined as the number of different words and mean length of utterance and was measured using Systematic Analysis of Language Transcripts (SALT). Hierarchical regression analyses with demographic controls revealed that mothersʹ mean length of utterance predicted childrenʹs applied problems scores. More importantly, fathersʹ mean length of utterance predicted childrenʹs vocabulary and applied problems scores above and beyond mothersʹ language. Findings highlight the unique contribution of fathers to childrenʹs early academic achievement. Implications for future research, practice, and policy are discussed.