The home literacy environment (HLE) plays an important role in children’s early literacy learning. Texting programs are an increasing feature of family literacy interventions that support parent engagement in their children’s learning. Unlike face-to-face interventions, texting programs can offer sustained parental support at low cost and large scale. Messages can be translated into other languages, saved and shared, thus potentially widening the influence on children’s HLEs. Most early literacy texting programs target families from disadvantaged communities, yet research suggests all families may benefit from guidance on supporting their children’s early literacy. This study examined the receptiveness of a universal early literacy texting program, Kindytxt, by parents of kindergarten children from low, medium and high socioeconomic communities. Kindytxt was developed as a component of a universal book gifting program that uses a library-school model of program delivery and has statewide reach. Parents received 90 texts over 30 weeks and were invited to provide feedback via SMS at several intervals. Non-parametric tests were used to compare parent responses based on community-level socioeconomic status. Similarly high levels of parental support were evident across all socioeconomic strata. We argue that a universal approach can avoid the stigma and potentially lower uptake of programs that target disadvantaged families. Moreover, the Kindytxt cooperative delivery model allows targeted strategies to be incorporated within the universal program. Teachers and librarians can proactively bolster recruitment to the texting program and support parents to differentiate the literacy activities to suit their child’s cultural context and level of literacy development.

家庭识字环境 （HLE） 在儿童的早期识字学习中起着重要作用。短信计划是家庭扫盲干预的一个日益增长的功能，支持家长参与孩子的学习。与面对面的干预不同，短信计划可以以低成本和大规模提供持续的家长支持。消息可以翻译成其他语言、保存和共享，从而有可能扩大对儿童 HLE 的影响。大多数早期识字短信计划针对来自弱势社区的家庭，但研究表明，所有家庭都可能从支持孩子早期识字的指导中受益。本研究考察了来自低、中、高社会经济社区的幼儿园儿童家长对通用早期识字短信计划 Kindytxt 的接受程度。Kindytxt 是作为通用图书赠送计划的一个组成部分开发的，该计划使用图书馆-学校的计划交付模式，并在全州范围内覆盖。家长在 30 周内收到了 90 条短信，并邀请他们每隔一段时间通过短信提供反馈。非参数检验用于根据社区层面的社会经济地位比较父母的反应。同样，在所有社会经济阶层中，父母的支持水平都很明显。我们认为，普遍方法可以避免针对弱势家庭的计划的耻辱感，并可能降低对该计划的接受率。此外，Kindytxt 合作交付模型允许将有针对性的策略纳入通用计划。教师和图书管理员可以积极加强短信计划的招募，并支持家长区分识字活动，以适应孩子的文化背景和识字发展水平。