The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2024-07-10 DOI:10.1007/s10566-024-09813-9

Qiling Wu, Annemarie H. Hindman

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引用次数: 0

Abstract

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.

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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

背景研究表明，父母参与早期识字，尤其是通过图书阅读，对幼儿的语言和读写能力的发展至关重要。目的：然而，人们对美国全国家庭图书阅读的性质和程度，以及支持父母参与图书阅读的因素知之甚少。特别是，父母促进识字的信念可能与他们的图书阅读行为有关，而图书阅读行为可以促进孩子的学习。方法我们利用具有全国代表性的《2011 年幼儿纵向研究-幼儿园》（ECLS-K）数据集研究了以下几个问题：（1）人口特征（种族、社会经济地位和儿童年龄）如何预测家长的识字信念和儿童幼儿园阶段的家庭阅读实践？ 2）家长的识字信念如何促进儿童幼儿园阶段的家庭阅读实践？我们重点研究了 2010 年秋季至 2011 年春季的数据，时间跨度为幼儿园学年，并采用了描述性和多元回归技术。结果回归结果显示，除去各种协变量的影响，家长的识字信念与他们的识字实践是相关联的。反过来，信念和实践又与儿童在幼儿园一年中阅读成绩的提高有着独特的联系，这证明了两组变量的递增有效性，并强化了信念和实践作为家庭学习环境一部分的重要性。结论本研究的结果强调了家长的信念在促进家庭阅读实践中的关键作用，而家庭阅读实践反过来又与幼儿园儿童的读写能力发展呈正相关，并扣除了各种重要协变量的影响。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

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.