JOINT BOOK READING MAKES FOR SUCCESS IN LEARNING TO READ - A METAANALYSIS ON INTERGENERATIONAL TRANSMISSION OF LITERACY
JOINT BOOK READING MAKES FOR SUCCESS IN LEARNING TO READ - A METAANALYSIS ON INTERGENERATIONAL TRANSMISSION OF LITERACY
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DOI：
10.3102/00346543065001001
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发表时间：
1995-03-01
影响因子：
11.2
通讯作者：
PELLEGRINI, AD
中科院分区：
文献类型：
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作者：
BUS, AG;VAN IJZENDOORN, MH;PELLEGRINI, AD
当前的综述是对与家长-学龄前儿童阅读相关的现有经验证据和几项结果指标的定量荟萃分析。在选择纳入本荟萃分析的研究时，我们主要关注学龄前儿童阅读频率的研究。研究结果支持了这一假设，即父母的学前阅读与结果的措施，如语言的增长，新兴识字，和阅读成就。总体效应量d = 0.59表明，图书阅读解释了约8%的结果测量的方差。结果支持这一假设，即书籍阅读，特别是影响收购的书面语言寄存器的父母学龄前儿童阅读的效果是不依赖于家庭的社会经济地位或研究之间的几种方法的差异。然而，一旦孩子们成为传统的阅读者，能够自己阅读，这种影响似乎就变小了。
The current review is a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures. In selecting the studies to be included in this meta-analysis, we focused on studies examining the frequency of book reading to preschoolers. The results support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. The overall effect size of d = .59 indicates that book reading explains about 8% of the variance in the outcome measures. The results support the hypothesis that book reading, in particular affects acquisition of the written language register The effect of parent-preschooler reading is not dependent on the socioeconomic status of the families or on several methodological differences between the studies. However, the effect seems to become smaller as soon as children become conventional readers and are able to read on their own.