Parents' Literacy Beliefs, Home Literacy Activities, and Children's Early Literacy Skills: Stability and Progress Approaching First Grade.

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Behavioral Sciences Pub Date : 2024-11-04 DOI:10.3390/bs14111038
Deborah Bergman Deitcher, Dorit Aram, Dana Abramovich
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Abstract

This study explores the stability and progress of parents' literacy beliefs and home literacy activities and their relationships with their children's early literacy skills in their last year of preschool. Participants were 50 preschool children (M = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children's literacy development, parents' role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children's early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents' beliefs between the two time points, an increase in home literacy activities, progress in children's early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents' beliefs and home literacy activities in the fall with their children's early literacy skills in the spring. Further, the progress in parents' literacy beliefs between the fall and the spring correlated with their children's progress in early literacy skills, controlling for parents' education and children's age. This study highlights the importance of promoting parents' literacy beliefs and home literacy activities.

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父母的识字信念、家庭识字活动和儿童的早期识字技能:临近一年级时的稳定性和进步。
本研究探讨了家长的识字信念和家庭识字活动的稳定性和进展情况,以及它们与孩子在学前班最后一年的早期识字能力之间的关系。研究对象为 50 名学龄前儿童(M=61.44 个月)及其父母。数据收集活动于秋季和春季在家庭中进行,两次活动之间相隔六个月。在每个时间点,家长都填写了有关儿童读写能力发展的信念、家长在支持读写能力发展中的角色以及家庭读写活动频率的调查问卷。我们还对儿童的早期识字技能(字母名称、字母发音、单词书写、语音意识和识字活动的积极性)进行了评估。结果显示,在两个时间点之间,家长的观念总体上保持稳定,家庭识字活动有所增加,儿童的早期识字能力有所提高,参与早期识字活动的积极性也有所提高。我们发现,秋季家长的信念和家庭识字活动与春季孩子的早期识字能力之间存在正相关。此外,在控制了父母的教育程度和儿童年龄的情况下,父母在秋季和春季之间的识字信念进步与其子女早期识字技能的进步相关。这项研究强调了促进家长识字信念和家庭识字活动的重要性。
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来源期刊
Behavioral Sciences
Behavioral Sciences Social Sciences-Development
CiteScore
2.60
自引率
7.70%
发文量
429
审稿时长
11 weeks
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