Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10475310" target="_blank" >RIV/00216208:11410/24:10475310 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4XNuTOOUG~" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4XNuTOOUG~</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/rev3.3457" target="_blank" >10.1002/rev3.3457</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Popis výsledku v původním jazyce

Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children&apos;s language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.

Název v anglickém jazyce

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Popis výsledku anglicky

Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children&apos;s language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

REVIEW OF EDUCATION

ISSN

2049-6613

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

e3457

Kód UT WoS článku

001142131700001

EID výsledku v databázi Scopus

2-s2.0-85181706963