WHO READS TO YOUNG CHILDREN?: IDENTIFYING PREDICTORS OF FAMILY READING ACTIVITIES
WHO READS TO YOUNG CHILDREN?: IDENTIFYING PREDICTORS OF FAMILY READING ACTIVITIES
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谁给幼儿读书？：确定家庭阅读活动的预测因素
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
W. Barnett
中科院分区：
文献类型：
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作者：
Donald J. Yarosz;W. Barnett
谁给小孩子读书？本文利用1995年全国家庭教育调查（NHES：95）的数据分析了父母对幼儿阅读频率的影响。NHES：95数据集基于利用随机数字拨号方法和计算机辅助电话采访（CATI）技术对家庭进行的全国调查。报告来自7，566名学龄前儿童和幼儿的代表性样本的父母和监护人。阅读给孩子听的频率因种族、家庭中使用的主要语言、孩子的年龄、兄弟姐妹的数量和母亲的教育程度而异。当控制了这些其他变量时，家庭收入和父母人数并没有影响阅读频率。在控制了收入、教育、家庭规模和结构后，各族裔群体报告的家庭为儿童阅读的频率存在差异。培养对文化敏感的成年人和/或成年人。
Who reads to young children? Analyses of data from the National Household Education Survey of 1995 (NHES:95) are performed to investigate the influences on the frequency of parental reading to young children. The NHES:95 data set is based on a national survey of households utilizing random digit dialing methods and computer-assisted telephone interviewing (CATI) technology. Reports were obtained from the parents and guardians of a representative sample of 7,566 preschoolers and toddlers. Frequency of reading to children was found to vary by ethnicity, primary language spoken in the home, child's age, number of siblings, and mother's educational attainment. Income and number of parents in the home were not found to influence reading frequency when controlling for these other variables. Controlling for income, education, and family size and structure, there are differences among ethnic groups in reported frequency of families reading to children. The development of more culturally sensitive adult/ and or fa...