{"title":"家长的信念、家长的家庭阅读实践与孩子在幼儿园的读写能力发展之间的关系","authors":"Qiling Wu, Annemarie H. Hindman","doi":"10.1007/s10566-024-09813-9","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Research indicates that parents’ involvement in early literacy, particularly through book reading, matters for young children’s language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents’ involvement in book reading. In particular, parents’ beliefs about promoting literacy may be linked to their book-reading actions, which can foster their children’s learning. </p><h3 data-test=\"abstract-sub-heading\"> Method</h3><p>We investigated several questions using the nationally representative Early Childhood Longitudinal Study-Kindergarten 2011 (ECLS-K) dataset: (1) How are demographic characteristics (ethnicity, SES, and child age) predictive of parents’ literacy beliefs and home reading practices during children’s kindergarten year?; (2) How do parents’ literacy beliefs contribute to parents’ home reading practices during children’s kindergarten year?; and (3) How do parents’ literacy beliefs and home reading practices relate to children’s literacy development during their kindergarten year? We focused on data from Fall 2010 through Spring 2011, spanning the kindergarten year, and utilized descriptive and multivariate regression techniques. </p><h3 data-test=\"abstract-sub-heading\">Results</h3><p> Regressions reveal that parents’ literacy beliefs are linked to their literacy practices, net of the effects of a variety of covariates. In turn, both beliefs and practices are uniquely linked to increases in children’s reading performance over the kindergarten year, demonstrating incremental validity for both sets of variables and reinforcing the importance of both beliefs and practices as part of the home learning environment. </p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The findings of this study underscore the critical role of parents’ beliefs in contributing to their home reading practices, which, in turn, are positively related to kindergarteners’ literacy development, net of the effects of variety of important covariates.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"43 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten\",\"authors\":\"Qiling Wu, Annemarie H. Hindman\",\"doi\":\"10.1007/s10566-024-09813-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Background</h3><p>Research indicates that parents’ involvement in early literacy, particularly through book reading, matters for young children’s language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents’ involvement in book reading. In particular, parents’ beliefs about promoting literacy may be linked to their book-reading actions, which can foster their children’s learning. </p><h3 data-test=\\\"abstract-sub-heading\\\"> Method</h3><p>We investigated several questions using the nationally representative Early Childhood Longitudinal Study-Kindergarten 2011 (ECLS-K) dataset: (1) How are demographic characteristics (ethnicity, SES, and child age) predictive of parents’ literacy beliefs and home reading practices during children’s kindergarten year?; (2) How do parents’ literacy beliefs contribute to parents’ home reading practices during children’s kindergarten year?; and (3) How do parents’ literacy beliefs and home reading practices relate to children’s literacy development during their kindergarten year? We focused on data from Fall 2010 through Spring 2011, spanning the kindergarten year, and utilized descriptive and multivariate regression techniques. </p><h3 data-test=\\\"abstract-sub-heading\\\">Results</h3><p> Regressions reveal that parents’ literacy beliefs are linked to their literacy practices, net of the effects of a variety of covariates. In turn, both beliefs and practices are uniquely linked to increases in children’s reading performance over the kindergarten year, demonstrating incremental validity for both sets of variables and reinforcing the importance of both beliefs and practices as part of the home learning environment. </p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>The findings of this study underscore the critical role of parents’ beliefs in contributing to their home reading practices, which, in turn, are positively related to kindergarteners’ literacy development, net of the effects of variety of important covariates.</p>\",\"PeriodicalId\":47479,\"journal\":{\"name\":\"Child & Youth Care Forum\",\"volume\":\"43 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-07-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child & Youth Care Forum\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10566-024-09813-9\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child & Youth Care Forum","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10566-024-09813-9","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten
Background
Research indicates that parents’ involvement in early literacy, particularly through book reading, matters for young children’s language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents’ involvement in book reading. In particular, parents’ beliefs about promoting literacy may be linked to their book-reading actions, which can foster their children’s learning.
Method
We investigated several questions using the nationally representative Early Childhood Longitudinal Study-Kindergarten 2011 (ECLS-K) dataset: (1) How are demographic characteristics (ethnicity, SES, and child age) predictive of parents’ literacy beliefs and home reading practices during children’s kindergarten year?; (2) How do parents’ literacy beliefs contribute to parents’ home reading practices during children’s kindergarten year?; and (3) How do parents’ literacy beliefs and home reading practices relate to children’s literacy development during their kindergarten year? We focused on data from Fall 2010 through Spring 2011, spanning the kindergarten year, and utilized descriptive and multivariate regression techniques.
Results
Regressions reveal that parents’ literacy beliefs are linked to their literacy practices, net of the effects of a variety of covariates. In turn, both beliefs and practices are uniquely linked to increases in children’s reading performance over the kindergarten year, demonstrating incremental validity for both sets of variables and reinforcing the importance of both beliefs and practices as part of the home learning environment.
Conclusions
The findings of this study underscore the critical role of parents’ beliefs in contributing to their home reading practices, which, in turn, are positively related to kindergarteners’ literacy development, net of the effects of variety of important covariates.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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