|Alternative Title||The characteristics of urban family mother-child shared book reading and its relationship with children's reading skill: Evidence from Children aged 5 to 6 in Beijing|
|Place of Conferral||中国科学院心理研究所|
|Keyword||亲子共读 儿童 阅读 图画书 发展|
Shared Book Reading (SBR) is a uniquely valuable and motivating way for young children to access literacy. The talks accompanying the book reading contribute to early language and literacy skills development and children's reading achievements.
Based on the previous result of SBR, the present research investigated the characteristics of SBR in urban families and its relation to children's 30 preschoolers aged 5-6 (14 boys and 16 girls) and their mothers in reading ability. Beij ing participated in the study. The mothers and children were asked to read two picture books that are not familiar to children together in their daily surroundings. The whole process of SBR were tape-recorded. After each picture book had been read to children they were asked to complete reading comprehension tests which designed according to the content of the picture books .After reading the picture books, researcher tested children's oral vocabulary, general cognitive ability, and word recognition. The SBR videos were transcribed word by word for each mother and child. The talks of mother and child were coded and analyzed based on a multidimensional encoding system.
The result shows that in the process of mother-child shared book reading, mother reading text to children was most widely used. The organizational strategies mainly used by mothers were encouraging and attention- attracted, and the interaction strategy are mainly based on immediate talk. The mother's reading strategies and behavior strongly correlated to children's reading abilities and reading behaviors. Specifically, the comprehension mother's "evaluation" strategy and the children's reading scores were positively correlated, mother's "Extended experience" strategy and the children's oral vocabulary were positively correlated. The mother's total number of words was significantly positively correlated with the total number of words and the total number of children's interaction strategies.
The current study provides important empirical data not only for the SBR study in China but also for imlproving the quality of }BR and promoting children's reading development.
|水淼. 城市家庭亲子共读的特征及其与儿童阅读的关系—以北京市5-6岁儿童为例[D]. 中国科学院心理研究所. 中国科学院大学,2017.|
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