Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders

IF 2.3 4区心理学 Q2 FAMILY STUDIES

Parenting-Science and Practice Pub Date : 2018-10-02 DOI:10.1080/15295192.2018.1524243

I. Boerma, Suzanne E. Mol, J. Jolles

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引用次数: 16

Abstract

SYNOPSIS Objective. The current home literacy activities that parents of children in Grade 3–6 (aged 6.90–13.40 years) engaged in were examined, in relation to parents’ and children’s perceived reading interest and the number of books at home. Design. A survey study was carried out among 452 parents. Subsequently, 89 children in Grades 3 and 4 completed a questionnaire about their reading interest. Results. The frequency of home literacy activities declines between Grades 3 and 6. When parents perceive their child as an interested reader, they engage in more frequent home literacy activities, even when they are not interested readers themselves. The frequency of the activities predicts children’s self-reported reading interest in Grades 3 and 4, whereas amount of books at home and parents’ own reading interest do not seem to explain any additional variance. Conclusion. Parents should be made aware of the importance of engaging in home literacy activities with their older child because these activities can still play a role in their child’s reading interest.

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家长根据三至六年级学生的阅读兴趣调整家庭读写环境的质量

大纲的目标。本研究调查了目前3-6年级(6.90-13.40岁)儿童家长参与的家庭读写活动，以及家长和孩子感知的阅读兴趣和家中书籍数量的关系。设计。对452名家长进行了一项调查研究。随后，89名三年级和四年级的孩子完成了一份关于他们阅读兴趣的调查问卷。结果。家庭扫盲活动的频率在三年级到六年级之间下降。当父母认为他们的孩子是一个有兴趣的读者时，他们会更频繁地参与家庭识字活动，即使他们自己对阅读不感兴趣。活动的频率预测了三年级和四年级儿童自我报告的阅读兴趣，而家中书籍的数量和父母自己的阅读兴趣似乎不能解释任何额外的差异。结论。父母应该意识到与大孩子一起参加家庭识字活动的重要性，因为这些活动仍然可以在孩子的阅读兴趣中发挥作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Parenting-Science and Practice Multiple-

CiteScore

5.50

自引率

4.50%

发文量

期刊介绍： Parenting: Science and Practice strives to promote the exchange of empirical findings, theoretical perspectives, and methodological approaches from all disciplines that help to define and advance theory, research, and practice in parenting, caregiving, and childrearing broadly construed. "Parenting" is interpreted to include biological parents and grandparents, adoptive parents, nonparental caregivers, and others, including infrahuman parents. Articles on parenting itself, antecedents of parenting, parenting effects on parents and on children, the multiple contexts of parenting, and parenting interventions and education are all welcome. The journal brings parenting to science and science to parenting.