Does Reading to Children Enhance their Educational Success?
Does Reading to Children Enhance their Educational Success?
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DOI：
10.1007/s12187-012-9174-2
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发表时间：
2013-06-01
影响因子：
2.8
通讯作者：
Kogan, Irena
中科院分区：
文献类型：
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作者：
Klein, Oliver;Kogan, Irena
我们利用两个独特的德国数据集，探讨了幼儿期朗读对儿童语言能力、阅读行为以及幼儿园和小学和中学学业成绩可能产生的短期和长期影响。通过应用倾向得分匹配，我们发现阅读对学龄前儿童和小学毕业学生的语言能力有积极的影响。此外，幼儿时期的高频率阅读会对他们自己的阅读行为产生积极影响。然而，幼儿期阅读的差异似乎与小学结束时德语科目的成绩无关。此外，我们发现阅读对中学毕业生没有长期影响。总体而言，我们的结果证实了在幼儿时期给儿童读书会产生积极的近期和中期影响，但几乎没有任何长期影响。
Drawing on two unique German datasets, we explore the possible short- and long-term effects that reading aloud in early childhood has on children's language abilities, their reading behavior, and their school marks in kindergarten and at the end of both primary and secondary school. By applying propensity score matching, we found a positive effect of reading on the language abilities of preschool children and of students at the end of primary school. Additionally, a high frequency of reading to children in early childhood positively affects their own reading behavior. However, differences in reading in early childhood appear to be unrelated to school marks in the subject of German language at the end of primary school. Furthermore, we found no long-term effects of reading among secondary school leavers. Overall, our results confirm positive immediate and mid-term effects, but hardly any long-term effects, of reading to children during their early childhood.