Kitabayashi Kristyn M, Huang Gary Y, Linskey Katy R, Pirga Jason, Bane-Terakubo Teresa, Lee Meta T
Department of Pediatrics, University of Hawaii John A. Burns School of Medicine, Honolulu, HI 96813, USA.
Hawaii Med J. 2008 Oct;67(10):260-3.
The purpose of this study was to compare reading patterns between English-speaking and English as a Second Language (ESL) families in a health care setting in Hawai'i.
A cross-sectional study was performed at an underserved pediatric primary care clinic in Hawai'i. Caregivers of patients between the ages of 6 months to 5 years were asked questions regarding demographics and parent-child reading interactions. Respondents were categorized into English-speaking or ESL groups based on primary language spoken at home. Pearson chi2 tests and Fisher exact tests were performed to compare demographic differences, reading frequency, and reading attitudes between groups.
One-hundred three respondents completed the survey Fifty percent were ESL. All ESL respondents were of Asian-Pacific Islander (API) or mixed Asian ethnicity. All Caucasians in the study (n = 9) were in the English-speaking group. Between the English-speaking (n = 52) and ESL (n = 51) groups, there were no significant statistical differences in age or gender of the child, reading attitudes, or parent's educational status. Parents in the ESL group read to their children significantly fewer days per week than their English-speaking counterparts, had significantly fewer books in the home, and lived significantly fewer years in the United States.
The findings suggest that API immigrant families share similar attitudes about reading as English-speaking families in Hawai'i but have significantly fewer books in their household and read significantly less frequently Physicians working with API populations should be aware that immigrant children may have fewer reading interactions and should counsel parents on the importance of reading daily.
本研究旨在比较夏威夷医疗环境中说英语的家庭与将英语作为第二语言（ESL）的家庭的阅读模式。
在夏威夷一家服务不足的儿科初级保健诊所进行了一项横断面研究。询问了6个月至5岁患者的照顾者有关人口统计学和亲子阅读互动的问题。根据在家中说的主要语言，将受访者分为说英语组或ESL组。进行Pearson卡方检验和Fisher精确检验以比较两组之间的人口统计学差异、阅读频率和阅读态度。
103名受访者完成了调查，50%为ESL。所有ESL受访者均为亚太岛民（API）或混合亚洲族裔。研究中的所有白种人（n = 9）都在说英语组。在说英语组（n = 52）和ESL组（n = 51）之间，孩子的年龄、性别、阅读态度或父母的教育状况没有显著统计学差异。ESL组的父母每周给孩子读书的天数明显少于说英语组的父母，家中的书明显更少，在美国居住的年限也明显更少。
研究结果表明，亚太岛民移民家庭与夏威夷说英语的家庭对阅读的态度相似，但家中的书明显更少，阅读频率也明显更低。与亚太岛民人群打交道的医生应意识到，移民儿童的阅读互动可能较少，并应向父母宣传每日阅读的重要性。
