Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3-year longitudinal study
Publication in refereed journal
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香港中文大學研究人員

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摘要We examined the bidirectional relations between home literacy environment (direct teaching, shared book reading, access to literacy resources, reading comprehension activities), reading interest (parent- and child-rated), and children’s emergent literacy and reading skills in a sample of 172 English-speaking children followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that reading comprehension activities positively predicted the reading skills at the end of Grade 2 and the reading skills negatively predicted reading comprehension activities in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, while child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.
出版社接受日期24.02.2021
著者Georgiou G K, Inoue T, Parrila R
期刊名稱Child Development
出版年份2021
出版社Wiley
國際標準期刊號0009-3920
電子國際標準期刊號1467-8624
語言美式英語
關鍵詞Comprehension, Emergent literacy skills, Home literacy environment, Reading

上次更新時間 2021-14-05 於 16:01