Georgiou George K, Inoue Tomohiro, Parrila Rauno
University of Alberta.
The Chinese University of Hong Kong.
Child Dev. 2021 Sep;92(5):2053-2068. doi: 10.1111/cdev.13589. Epub 2021 May 27.
We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (M = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children's reading performance and modify their involvement accordingly.
我们对172名以英语为母语的加拿大儿童（平均年龄M = 75.87个月）从一年级到三年级进行跟踪研究，考察了家庭读写环境、阅读兴趣与儿童早期读写能力及阅读技能之间的双向关系。交叉滞后分析结果显示，家庭中的阅读理解活动（RCA）对二年级末儿童的阅读技能有正向预测作用，而阅读技能对三年级的RCA有负向预测作用。家长评定的阅读兴趣与阅读技能呈双向关系，而儿童自评的阅读兴趣仅由早期阅读技能预测，反之则不然。这些发现表明，家长对孩子的阅读表现很敏感，并会相应地调整他们的参与度。
