Department of Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong.
Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong.
Dev Sci. 2019 Sep;22(5):e12859. doi: 10.1111/desc.12859. Epub 2019 May 31.
We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low- to middle-income families in Cebu City, Philippines with children aged 5-8 years old. A ranking of parent-reported ratings of their frequency of engaging in home literacy activities and adult literacy practices revealed that book-related behaviors were less frequently practiced relative to other behaviors, and mean ratings on the home literacy resources scale suggested a relatively print-poor environment. Nevertheless, scale items about book reading and direct literacy instruction at home correlated with child's language and literacy skills. Structural equation modeling showed that parent's education and frequency of engaging in home literacy activities uniquely accounted for variance in child's oral language and print knowledge skills. In a second model, parent's word reading skills were significantly related to child's skills, but did not eliminate or attenuate influences from parent's education and home literacy activities. Results are important in relation to theories on the intergenerational transmission of literacy skills and the generalizability of findings from developed countries to developing country contexts.
我们在菲律宾宿务市的 320 个菲律宾低收入家庭中检查了父母的单词阅读技能和传统家庭读写环境措施的共同作用，这些家庭的孩子年龄在 5-8 岁之间。对父母报告的参与家庭读写活动频率和成人读写实践的评分进行排名，结果表明，与其他行为相比，与书籍相关的行为较少，而家庭读写资源量表上的平均评分表明读写环境相对匮乏。尽管如此，关于家庭阅读和直接读写指导的量表项目与儿童的语言和读写技能相关。结构方程模型表明，父母的教育程度和参与家庭读写活动的频率可以独特地解释儿童口语语言和读写知识技能的差异。在第二个模型中，父母的单词阅读技能与孩子的技能显著相关，但并没有消除或减弱父母教育和家庭读写活动的影响。这些结果对于读写技能代际传递理论以及从发达国家推广到发展中国家背景的研究结果的普遍性具有重要意义。
