The Sooner, the Better: Early Reading to Children

Autor/inn/en	Niklas, Frank; Cohrssen, Caroline; Tayler, Collette
Titel	The Sooner, the Better: Early Reading to Children
Quelle	In: SAGE Open, 6 (2016) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016672715
Schlagwörter	Reading Aloud to Others; Young Children; Parent Attitudes; Infants; Toddlers; Family Characteristics; Socioeconomic Status; Language Skills; Cognitive Ability; Child Development; Language Acquisition; Story Reading; Family Environment; Foreign Countries; Preschool Children; Achievement Tests; Age Differences; Emergent Literacy; Australia; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Frühe Kindheit; Elternverhalten; Infant; Toddler; Toddlers; Kleinkind; Infants; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Denkfähigkeit; Kindesentwicklung; Sprachaneignung; Spracherwerb; Familienmilieu; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Frühleseunterricht; Australien
Abstract	As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almost half of the study children were read to before they were 6 months old. The age at which children were first read to was closely associated with family characteristics such as socioeconomic status, the frequency with which children were read to as preschoolers, and with children's linguistic and cognitive competencies. The findings imply that reading books to very young children indeed contributes meaningfully to a favorable home literacy environment and supports children's language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01