Unpacking the Effects of Parents on Their Children's Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China

Autor/inn/en	Zhang, Su-Zhen; Inoue, Tomohiro; Cao, Guanghai; Li, Liangfeng; Georgiou, George K.
Titel	Unpacking the Effects of Parents on Their Children's Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China
Quelle	In: Scientific Studies of Reading, 27 (2023) 4, S.355-374 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Tomohiro) ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2023.2169147
Schlagwörter	Foreign Countries; Rural Areas; Urban Areas; Parent Influence; Emergent Literacy; Word Recognition; Parent Background; Educational Attainment; Family Income; Expectation; Parent Attitudes; Parents as Teachers; Family Environment; Resources; Extracurricular Activities; Socioeconomic Influences; Phonological Awareness; Vocabulary; Spelling; Kindergarten; Preschool Children; Reading Habits; Books; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Urban area; Stadtregion; Frühleseunterricht; Worterkennung; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Expectancy; Erwartung; Elternverhalten; Familienmilieu; Betriebsmittel; Hilfsmittel; Außerunterrichtliche Aktivität; Sozioökonomischer Faktor; Wortschatz; Schreibweise; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading habit; Lesegewohnheit; Book; Buch; Monographie; Monografie
Abstract	Purpose: We examined the role of distal (parents' education, family's income, parents' expectations, and parents' attitudes to the home teaching of literacy) and proximal (formal and informal home literacy environment, access to literacy resources, and extracurricular activities) parental factors in children's early literacy skills and whether the relations vary across affluent and disadvantaged societies in China. Method: Five hundred fifty-three third-year kindergarten Chinese children (M[subscript age] = 74.59 months) were recruited from Jining, Luqiao, and Mapo and were assessed on measures of phonological awareness, vocabulary, pinyin knowledge, and word reading. Their parents filled out a questionnaire on their education and income as well as on the frequency of engaging in different home literacy activities, their expectations and attitudes to the home teaching of literacy, and their children's extracurricular activities. Results: Results of multigroup analyses and mediation analyses revealed both direct and indirect effects of both distal and proximal parental factors on emergent literacy skills and word reading. In addition, the models were strikingly similar across the two settings. Conclusion: The findings suggest that the pathways of differential influences from parental factors to children's early literacy skills may be similar across socioeconomic contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01