Home-based literacy activities and children's cognitive outcomes: A comparison between Australia and Germany

被引：36
|
作者：
Niklas, Frank [1 ,2 ]
Tayler, Collette [1 ]
Schneider, Wolfgang [2 ]
机构：
[1] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic 3010, Australia
[2] Univ Wurzburg, Dept Psychol, D-97070 Wurzburg, Germany
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2015年 / 71卷
关键词：
Home-based literacy activities; Home literacy environment (HLE); German-Australian comparison; Child development; Cognitive outcomes; Pre-school children; READING-SKILLS; ENVIRONMENT; PRESCHOOL; LANGUAGE; SCHOOL; IMPACT; FAMILY; DYSLEXIA; SUCCESS;
D O I：
10.1016/j.ijer.2015.04.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Home-based literacy activities (HBLA) such as reading with a child and their impact on cognitive competencies have been widely investigated. However, few comparison studies between different countries have been conducted. This study compares HBLA in Germany and Australia, and their associations with different control and outcome variables using longitudinal data of some 900/2500 children. More than two-thirds of the parents in both samples engaged in literacy interactions with their children more or less daily. Parents in both countries who reported more HBLA had higher levels of education, were less likely to speak another language than German or English (respectively) at home, and their children performed better in cognitive outcomes. These differences proved to be stable for the whole preschool period. (C) 2015 Elsevier Ltd. All rights reserved.
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页码：75 / 85
页数：11
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