College of Education and Human Ecology, Department of Educational Studies, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH.
Başkent University, Ankara, Turkey.
J Dev Behav Pediatr. 2019 Jun;40(5):383-386. doi: 10.1097/DBP.0000000000000657.
In the United States, there are numerous ongoing efforts to remedy the Word Gap: massive differences in heard vocabulary for poor versus advantaged children during the first 5 years of life. One potentially important resource for vocabulary exposure is children's book reading sessions, which are more lexically diverse than standard caregiver-child conversations and have demonstrated significant correlational and causal influences on children's vocabulary development. Yet, nationally representative data suggest that around 25% of caregivers never read with their children.
This study uses data from 60 commonly read children's books to estimate the number of words that children are exposed to during book reading sessions. We estimated the total cumulative word exposure for children who are read to at varying frequencies corresponding to nationally representative benchmarks across the first 5 years of life.
Parents who read 1 picture book with their children every day provide their children with exposure to an estimated 78,000 words each a year. Cumulatively, over the 5 years before kindergarten entry, we estimate that children from literacy-rich homes hear a cumulative 1.4 million more words during storybook reading than children who are never read to.
Home-based shared book reading represents an important resource for closing the Word Gap.
在美国，有许多正在进行的努力来弥补词汇鸿沟：在生命的头 5 年，贫困和优势儿童之间的听力词汇量存在巨大差异。词汇接触的一个潜在重要资源是儿童读书时间，它比标准的照顾者与儿童的对话更具词汇多样性，并且对儿童的词汇发展具有显著的相关和因果影响。然而，全国代表性数据表明，大约 25%的照顾者从不与孩子一起阅读。
本研究使用来自 60 本常用儿童读物的数据来估计儿童在读书时间内接触的单词数量。我们根据生命前 5 年的全国代表性基准，估计了不同阅读频率的儿童在读书时间内的总累计词汇量。
每天与孩子一起阅读 1 本图画书的父母，每年为孩子提供约 78000 个单词的词汇量。累积起来，在幼儿园入学前的 5 年中，我们估计在故事书阅读期间，来自读写丰富家庭的孩子听到的单词比从未被阅读过的孩子多 140 万个。
家庭共享图书阅读是弥合词汇鸿沟的重要资源。
