Qianqian Wang, Minjie Ma, Yan Huang, Xichen Wang, Tingzhao Wang
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Influence of parents' education and home literacy environment on reading interest of deaf children
Background
Reading interest plays an important role in predicting and regulating the literacy development of deaf children, but the family factors influencing their reading interest have not been previously explored. The purpose of this study was to explore the effects of parents' education and home literacy environment (HLE) on reading interest of deaf children.
Method
One hundred and thirty-two deaf children from Grades 1 to 6 aged 8–15 from China participated in our study. The parents of these children completed our survey of parents' education, HLE and children's reading interest. These variables were then processed and analysed by correlation, regression analyses and structural equation modelling.
Results
HLE played a complete intermediary role in the regression relationship between parents' education and reading interest of deaf children, and this effect had no significant difference between genders.
Conclusions
Parents' education has a positive and predictive effect on reading interest of deaf children, while creating a high-quality HLE may improve this effect.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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