Emergent literacy is an umbrella term that encompasses developmental precursor skills, knowledge, and attitudes related to reading and writing. Previous studies have focused on the cognitive aspects of reading, such as word recognition, phonological awareness, and comprehension. However, reading is also an activity that requires effort and involves motivation and attitudes. These affective dimensions are given little attention in the literature on children’s literacy development. To fill this gap, this study investigates preliterate preschoolers’ attitudes toward reading in relation to gender, maternal factors, and home literacy environment. The sample included 261 parents and their 5 year-old children. The data were collected using a preschool reading attitudes scale, a home literacy environment questionnaire, and a parent survey. The findings reveal that gender, time spent watching television, and computer use were unrelated to children’s reading attitudes. However, children’s home literacy environment, the number of books in their household, and maternal reading attitudes and reading habits were significantly related, accounting for 62% of the variance in children’s reading attitudes. These results suggest mothers are role models for children’s attitudes regarding direct literacy experiences and affective responses to reading. Investigating the contribution made by early home literacy experiences to reading attitudes and early literacy skills allows an understanding of how cognitive and motivational factors are involved in the learning-to-read process.

紧急识字是一个涵盖性术语，涵盖与阅读和写作相关的发展性先驱技能，知识和态度。先前的研究集中在阅读的认知方面，例如单词识别，语音意识和理解能力。但是，阅读也是一项需要付出努力的活动，涉及动机和态度。这些情感维度在有关儿童读写能力发展的文献中很少受到关注。为了填补这一空白，本研究调查了识字的学龄前儿童对阅读的态度，这些态度与性别，孕产因素和家庭识字环境有关。样本包括261位父母及其5岁的孩子。数据是使用学龄前阅读态度量表，家庭识字环境问卷和父母调查收集的。研究结果表明，性别，看电视的时间和使用计算机与儿童的阅读态度无关。但是，儿童的家庭识字环境，家庭书籍数量以及母亲的阅读态度和阅读习惯密切相关，占儿童阅读态度差异的62％。这些结果表明，母亲是孩子在直接识字经历和对阅读的情感反应方面态度的榜样。研究早期家庭识字经验对阅读态度和早期识字技能的贡献，有助于了解认知和动机因素如何参与学习阅读过程。儿童的家庭识字环境，家庭书本数量以及母亲的阅读态度和阅读习惯之间存在显着相关，占儿童阅读态度差异的62％。这些结果表明，母亲是孩子在直接识字经历和对阅读的情感反应方面态度的榜样。研究早期家庭识字经验对阅读态度和早期识字技能的贡献，有助于了解认知和动机因素如何参与学习阅读过程。儿童的家庭识字环境，家庭书本数量以及母亲的阅读态度和阅读习惯之间存在显着相关，占儿童阅读态度差异的62％。这些结果表明，母亲是孩子在直接识字经历和对阅读的情感反应方面态度的榜样。研究早期家庭识字经验对阅读态度和早期识字技能的贡献，有助于了解认知和动机因素如何参与学习阅读过程。这些结果表明，母亲是孩子在直接识字经历和对阅读的情感反应方面态度的榜样。研究早期家庭识字经验对阅读态度和早期识字技能的贡献，有助于了解认知和动机因素如何参与学习阅读过程。这些结果表明，母亲是孩子在直接识字经历和对阅读的情感反应方面态度的榜样。研究早期家庭识字经验对阅读态度和早期识字技能的贡献，有助于了解认知和动机因素如何参与学习阅读过程。