家庭识字环境与儿童阅读能力的关系是否存在遗传干扰？家族对照法

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Reading Research Quarterly Pub Date : 2024-06-02 DOI:10.1002/rrq.553

Suyu Zhang, Tomohiro Inoue, George K. Georgiou

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引用次数: 0

摘要

我们研究了从幼儿园到一年级的168名中国儿童（年龄=74.26个月）的家庭识字环境（HLE）、父母的阅读能力与儿童的萌芽识字能力（拼音字母知识、语音意识和词汇）和阅读能力（单词阅读和阅读理解）之间的关系。结构方程模型的结果表明，在控制了家庭社会经济地位和父母双方阅读能力的影响后，与代码相关的高级语言学习活动和识字资源的获取仍能预测儿童的萌芽识字能力。父母的阅读能力对儿童的阅读理解能力也有直接影响。这些研究结果表明，HLE 对儿童的阅读能力产生了真正的环境影响，而不是由于遗传因素的干扰。

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Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach

We examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (Mage = 74.26 months) followed from kindergarten to Grade 1. Results of structural equation modeling showed that code‐related HLE activities and access to literacy resources continued to predict children's emergent literacy skills after controlling for the effects of family's socioeconomic status and both parents' reading skills. Parents' reading skills also exerted a direct effect on children's reading comprehension. These findings suggest that HLE exerts a true environmental effect on children's reading skills that is not due to a genetic confound.

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来源期刊

Reading Research Quarterly Multiple-

CiteScore

10.50

自引率

4.80%

发文量

期刊介绍： For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning