Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA.
Department of Communication Sciences and Disorders, Syracuse University, NY.
Am J Speech Lang Pathol. 2022 Sep 7;31(5):2108-2122. doi: 10.1044/2022_AJSLP-22-00013. Epub 2022 Aug 31.
Quantity and quality of early at-home reading shape literacy outcomes. At-home reading frequency is a common outcome measure in interventions. This single measure may not fully capture the quality of early reading interactions, such as parent and child references to print, an important contributor to language and literacy outcomes. This study aims to evaluate if and how reported reading frequency and duration are associated with parent and child print referencing, controlling for perceived parenting self-efficacy, developmental knowledge, and child sex.
This study is a secondary analysis of baseline data from a treatment study with parents ( = 30) and children (1;1-2;3 [years;months]) from underresourced households. Parents reported weekly reading episode frequency and duration (in minutes). We coded parent-child book-sharing interactions to quantify use of print references.
Negative binomial regression modeling suggested that parents who reported more weekly reading episodes tended to use more print references during interactions. However, reported reading time in minutes was not significantly associated with parents' print referencing. Parents' print references were also associated with perceived self-efficacy, developmental knowledge, and child sex. In our sample, parents used more print references with male children. Neither reading frequency nor reading time was associated with increased print referencing from children.
Duration of reading did not positively predict children's use of print references. However, weekly reading frequency positively predicted parents' use of print references. Parent perceived self-efficacy and knowledge may predict early interaction quality similarly to quantity of reading.
家庭早期阅读的数量和质量影响读写能力的发展。家庭阅读频率是干预措施中的常见结果衡量指标。但是，这种单一指标可能无法充分捕捉早期阅读互动的质量，例如父母和孩子对印刷品的提及，这是语言和读写能力发展的重要贡献因素。本研究旨在评估报告的阅读频率和持续时间与父母和孩子对印刷品的提及之间是否存在关联，以及如何关联，并控制感知育儿自我效能感、发展知识和儿童性别等因素。
本研究是对一项针对资源匮乏家庭的父母（n=30）和儿童（1;1-2;3 岁[年；月]）的治疗研究的基线数据进行的二次分析。父母报告每周阅读次数和持续时间（以分钟为单位）。我们对父母与孩子的图书分享互动进行了编码，以量化对印刷品提及的使用情况。
负二项回归模型表明，报告每周阅读次数较多的父母在互动中更倾向于使用更多的印刷品提及。然而，报告的阅读时间分钟数与父母的印刷品提及没有显著关联。父母的印刷品提及还与感知自我效能感、发展知识和儿童性别有关。在我们的样本中，父母与男孩互动时会使用更多的印刷品提及。阅读频率和阅读时间都与儿童增加印刷品提及无关。
阅读持续时间并未积极预测儿童对印刷品提及的使用。然而，每周阅读频率积极预测了父母对印刷品提及的使用。父母感知自我效能感和知识可能与阅读量一样，预测早期互动质量。
