Predictors and outcomes of low-income fathers' reading with their toddlers
Predictors and outcomes of low-income fathers' reading with their toddlers
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DOI：
10.1016/j.ecresq.2008.06.001
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发表时间：
2008-01-01
影响因子：
3.7
通讯作者：
Raikes, Helen
中科院分区：
文献类型：
--
作者：
Duursma, Elisabeth;Pan, Barbara Alexander;Raikes, Helen
大多数关于亲子阅读的研究都集中在母亲给孩子读书。虽然父亲在孩子生活中的作用被广泛强调，但我们对父子阅读几乎一无所知，特别是在低收入家庭中。这项研究旨在调查低收入父亲向孩子报告阅读的频率，以及父亲读书的预测因素和影响。这项研究中的父亲是全国早期学前教育评估(EHS)的参与者，并通过参加EHS研究的母亲招募。参与的父亲在家中接受了采访，他们的孩子在2岁到5岁之间使用标准化的测量方法对其认知和语言发展进行了评估。结果显示，父亲阅读书籍的频率存在很大差异。如果父亲在家里说英语，如果他们受过高中教育，如果他们的孩子有更好的语言技能，那么他们更有可能经常给孩子读书。父亲的读书预测了孩子的认知结果。父亲的读书确实可以预测孩子的语言结果，但只适用于父亲至少受过高中教育的孩子。(C)2008 Elsevier Inc.保留所有权利。
Most studies of parent-child bookreading have focused on mothers reading to their children. Though the role of fathers in children's lives is widely emphasized, we know almost nothing about father-child bookreading, particularly among low-income families. The present study was designed to examine how often low-income fathers report reading to their children and what the predictors and effects of paternal bookreading are. The fathers in this study were participants in the national evaluation of Early Head Start (EHS) and were recruited via mothers enrolled in the EHS study. Participating fathers were interviewed at home and their children's cognitive and language development were assessed using standardized measures from ages 2 to 5. Results demonstrated a wide variety in frequency of bookreading among fathers. Fathers were more likely to read to their children frequently if they spoke English at home, if they had a high school education, and if their children had better language skills. Fathers' bookreading predicted children's cognitive outcome. Paternal bookreading did predict children's language outcomes but only for children whose fathers had at least a high school education. (C) 2008 Elsevier Inc. All rights reserved.