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This study examined the effects of maternal and children’s resources on school readiness, literacy achievements, and reading motivation in children. The participants included children ( N  = 180) (124 girls; 56 boys) from 19 kindergartens, their mothers, and their kindergarten teachers. Mothers reported on their working hours, interaction quality, and learning stimulation range at home. Data on children’s literacy achievements and school readiness were gathered from the teachers. Data on reading motivation and task persistence were obtained directly from the children. Structural equation modelling analysis indicated that maternal working hours affect interaction quality, and the quality of maternal interaction affects children’s reading motivation. Children’s task persistence affects literacy achievement. Both maternal interaction quality and children’s task persistence affect their readiness for school. The analysis also revealed association between the pre-academic skills. Maternal availability and children’s reading motivation and persistence are critical factors in children’s development of academic skills.

The role of environmental and individual factors in pre-academic achievement for kindergarten children