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Relationship of Preschool Reading to Language Abilities of Children at Elementary School Age
preschool reading;language abilities of children at elementary school age
|Issue Date: ||2011-05-23 16:35:06 (UTC+8)|
The purpose of this study aimed to longitudinally examine the relations between the amount of reading at pre-school age and language abilities of children in the second semester of grade 4. A total of 129 children enrolled in the Pingtung County Municipal Kindergarten during school year 2001 were recruited from 16 elementary schools throughout Pingtung. The research instruments consisted of a Chinese-Language achievement test and a questionnaire. Data were analyzed using t-test and Pearson correlation. Six primary findings emerged from the study. First, girls performed significantly better than boys on measures of language achievement and short-context reading. Second, the amount of preschool reading was higher in children whose parents attained at least a college degree than those whose parents had high school degree or less. Third, children whose mother was a teacher or a homekeeper performed superiorly on the preschool reading compared with those whose mother had a job other than these two. Fourth, children who had collection of extracurricular books of 100 or more showed a better preschool reading ability than those whose collection of extracurricular books were less than 100. Fifth, a positive correlation was obtained between children’s reading behavior and parent-child reading. Finally, the amount of preschool reading was positively associated with scores of the language achievement test and short-context reading, time spent on reading extracurricular books during elementary school period, and reading behavior. However, language achievement and short-context reading abilities did not differ as a function of gender, parents’ educational level, mother’s job, and the total volumes of extracurricular books.
The results from interviewing three parents whose children had read more than 200 books at pre-school age revealed the followings: 1. Early reading should be started from kindergarten; 2. Children will benefit from parent-child reading in terms of developing good reading habits; 3. Children will be able to sustain reading habits into primary school if parents read with them from the beginning; 4. The three students achieved very good results, both in academic performance and in language skills during elementary school years.
Finally, suggestions were made in regard to parents’ reading with children, reading promotion in schools, and future research directions.
|Appears in Collections:||[兒童與家庭服務系(所)] 博碩士論文|
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