ABSTRACT

Rch Findings: The home literacy environment and particularly shared reading are central determinants of children’s emergent literacy skills and predictors of their later reading development. Although the importance of frequent shared reading is well established, there is little knowledge about the age at which reading to children starts having beneficial effects. Accordingly, we synthesize five experimental studies (N = 643) to estimate links between retrospectively reported shared-reading onset age, current shared-reading frequency, and a range of emergent literacy skills (expressive and receptive vocabulary, grammatical knowledge, phonological awareness, and oral narrative skill), controlling for child and family characteristics. Retrospective reports of shared-reading onset significantly correlated with current shared-reading frequency and emergent literacy skills. In hierarchical multiple regression analyses, shared-reading onset age predicted grammatical knowledge, receptive and expressive vocabulary, after controlling for child and family characteristics and current shared-reading frequency. However, incremental effects were generally small. Pe or Policy: Findings indicate that early book reading may help to develop emergent literacy skills, even when shared reading begins before the end of children’s first year of life. Thus, we encourage parents to engage in frequent, early book reading activities with their children.

摘要

Rch 调查结果：家庭识字环境，尤其是共享阅读是儿童新兴识字技能的核心决定因素，也是他们以后阅读发展的预测因素。尽管经常共享阅读的重要性已得到公认，但对于儿童阅读开始产生有益影响的年龄却知之甚少。因此，我们综合了五项实验研究（N= 643) 以估计回顾性报告的共享阅读开始年龄、当前共享阅读频率和一系列新兴读写技能（表达和接受词汇、语法知识、语音意识和口头叙述技能）之间的联系，控制儿童和家庭特征。共享阅读开始的回顾性报告与当前共享阅读频率和新兴识字技能显着相关。在分层多元回归分析中，在控制了儿童和家庭特征以及当前的共享阅读频率后，共享阅读开始年龄可以预测语法知识、接受和表达词汇。然而，增量效应通常很小。体育或政策：研究结果表明，早期阅读书籍可能有助于培养新兴的读写能力，即使在孩子一岁之前开始共享阅读也是如此。因此，我们鼓励父母与孩子一起进行频繁的早期阅读活动。