The parent-child relationship during beginning reading
The parent-child relationship during beginning reading
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DOI：
10.1080/10862960109548129
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发表时间：
2001-12-01
影响因子：
2.6
通讯作者：
Bergin, C
中科院分区：
文献类型：
--
作者：
Bergin, C
本文探讨幼儿园与一年级儿童在共读阅读过程中亲子关系的情感品质。研究强调了频率。而不是质量，与初学者的亲子阅读。然而，如果父母在孩子努力阅读时充满敌意和批评，那么频繁的共同阅读可能并没有好处。32对父母和孩子在一起互相阅读的过程被录了下来。互动被编码为几个情感维度：赞扬，敌意，批评，支持，积极的影响，情绪自发性，身体接近，和感情。MANOVA分析显示，亲子关系的情感质量与儿童的阅读态度和儿童的阅读流畅性有显著差异。在共同阅读过程中充满感情的二人组的孩子对阅读不那么沮丧，更投入，并且比不那么深情的二人组每分钟读更多的单词。教育工作者可能需要帮助父母使联合阅读成为一种愉快的体验，而不仅仅是鼓励他们更频繁地联合阅读阅读。
This article addresses the affective quality of the parent-child relationship during shared book reading with kindergarten and first-grade children. Research has emphasized the frequency. rather than quality, of parent-child reading with beginning readers. However, frequent shared reading may not be beneficial if parents are hostile and critical as their child struggles to read. Thirty-two parent-child dyads were videotaped reading to each other. Interaction was coded for several affective dimensions:praise, hostility, criticism, support, positive affect, emotional spontaneity, physical proximity, and affection. MANOVA analyses indicated that there was a significant difference in the affective quality of the parent-child relationship related to both the child's attitude toward reading and the child's reading fluency. Dyads who were affectionate during shared reading had children who were less frustrated with and more engaged in reading and who read more words per minute earlier, than less affectionate dyads, Educators may need to help parents make joint reading a pleasurable experience rather than just encouraging them to engage in more frequent joint book reading.