Abstract

Background

Few studies have examined associations of public library use and shared book reading to kindergarten children’s academic skills.

Methods

The study sample consisted of 13,385 kindergarten students enrolled in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Parents reported on public library use in the past month (yes/no) and frequency of shared book reading in the past week. Cross-sectional linear regression analyses examined associations of kindergarten children’s academic skills with public library use and shared book reading. Interactions between poverty with shared book reading and public library use on academics were assessed.

Results

59.6% of children visited a public library and 86.5% engaged in shared book reading at least three times a week. Public library use and shared book reading differed by socio-demographics. Higher academic scores were positively associated with public library use and shared book reading. A significant interaction between poverty and public library use was not identified. Shared book reading was associated with higher academic scores for all children, especially for children from higher socioeconomic backgrounds.

Conclusion

Public library use and shared book reading were independent predictors of kindergarten children’s academic skills. Disparities in public library use, shared book reading and academics were identified.

中文翻译：

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幼儿园儿童的学术技能：与公共图书馆使用、共享图书阅读和贫困的关联

摘要

背景

很少有研究调查公共图书馆使用和共享书籍阅读与幼儿园儿童学术技能的关联。

方法

研究样本包括 13,385 名参加 2010-2011 年幼儿园班级幼儿纵向研究的幼儿园学生（ECLS-K：2011）。家长报告了过去一个月的公共图书馆使用情况（是/否）以及过去一周共享图书阅读的频率。横截面线性回归分析检查了幼儿园儿童的学术技能与公共图书馆使用和共享书籍阅读之间的关联。评估了贫困与共享书籍阅读和公共图书馆在学术上的使用之间的相互作用。

结果

59.6% 的儿童访问公共图书馆，86.5% 的儿童每周至少阅读 3 次。公共图书馆使用和共享图书阅读因社会人口统计而异。较高的学术成绩与公共图书馆使用和共享书籍阅读呈正相关。贫困与公共图书馆的使用之间没有显着的相互作用。共享书籍阅读与所有儿童的更高学业成绩相关，尤其是对于社会经济背景较高的儿童。

结论

公共图书馆使用和共享书籍阅读是幼儿园儿童学习技能的独立预测因素。确定了公共图书馆使用、共享图书阅读和学术方面的差异。