Shared Book Reading and Preschool Children's Academic Achievement: Evidence from the Early Childhood Longitudinal Study-Birth Cohort

Autor/inn/en	Barnes, Erica; Puccioni, Jaime
Titel	Shared Book Reading and Preschool Children's Academic Achievement: Evidence from the Early Childhood Longitudinal Study-Birth Cohort
Quelle	In: Infant and Child Development, 26 (2017) 6, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Erica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2035
Schlagwörter	Academic Achievement; Socioeconomic Status; Race; Ethnicity; Age Differences; Prediction; Books; Story Reading; Mathematics Skills; Reading Skills; Correlation; Parent Child Relationship; Structural Equation Models; Observation; Family Characteristics; Vocabulary Development; Outcomes of Education; Preschool Children; Discussion; Rating Scales; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Schulleistung; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Ethnizität; Age; Difference; Age difference; Altersunterschied; Vorhersage; Book; Buch; Monographie; Monografie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Beobachtung; Wortschatzarbeit; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Diskussion; Rating-Skala
Abstract	This paper examines the relationships among the quality and quantity of parent-child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study-Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high-quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01