{"id":313,"date":"2022-11-11T00:09:41","date_gmt":"2022-11-11T00:09:41","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=313"},"modified":"2022-12-01T08:42:13","modified_gmt":"2022-12-01T08:42:13","slug":"ecv2022-290","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-290\/","title":{"rendered":"290 – How does home language environment impact 4- to 6-year-old Chinese children\u2019s reading comprehension?"},"content":{"rendered":"\t\t
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Presentation - ECV2022-290<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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How does home language environment impact 4- to 6-year-old Chinese children\u2019s reading comprehension?<\/strong><\/h1>\n

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Daoyue Wang<\/strong>, Shanghai Normal University, China (paloma_wong@163.com<\/a>)
Linhui Li<\/strong>, Shanghai Normal University, China (lhli@shnu.edu.cn<\/a>)<\/p>\n

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Background: <\/strong>Comprehension is the purpose and one of the core abilities of reading. Most studies in the field of reading comprehension focus on school-age children, thus, little about preschool children’s reading comprehension development is known.<\/p>\n\n

Aim: <\/strong>To explore the influence of home language environment factors on 4- to 6-year-old children\u2019s reading comprehension.<\/p>\n\n

Method:<\/strong> Participantswere 235 children aged 4\u20136 years from five kindergartens in different districts of Shanghai, China. After obtaining the permission of parents, children\u2019s reading comprehension was assessed, and the Home Language Environment (HLE) questionnaire was completed by 199 parents. SPSS 26.0 was used to analyse the data in this study.<\/p>\n\n

Results: <\/strong>Children\u2019s reading comprehension scores increased significantly with age. Children did better on literal information recognition than plot inference and integrative inference; children\u2019s capacity of literal information recognition, plot inference and integrative inference developed with different speed in the two years.\u00a0\u00a0<\/p>\n\n

Most families with young children had 11\u201350 or 51\u2013100 parent books and 11\u201320 or 21\u201350 toddler books. Most families have 1\u20134 items of language learning software and audio toys. Most parents read 1\u20132 or 3\u20134 times per week, and their reading time was 0.5\u20131 hour or less than 0.5 hour per week. In terms of the frequency and duration of use of teaching toys, families of young children were more likely to use audio toys. Most families carried out parent-child shared reading and interaction, and parent-child interaction was relatively frequent.<\/p>\n\n

Home language environment factors influencing children\u2019s comprehension included: thenumber of language learning software items (predicted literal information recognition), phonetic toys (plot inference), socioeconomic status, parent-child interaction time (integrative inference), and frequency of language learning software use (overall reading comprehension).<\/p>\n\n

Conclusions:<\/strong> Overall, children\u2019s reading comprehension was limited but there were individual differences. A range of language environment factors influenced children\u2019s reading comprehension development.<\/p>\n\n

Implications for children and families: <\/strong>During family activities you can provide ample reading materials to use in shared-reading, talking and interacting with your children. Asking questions can stimulate your children\u2019s higher-order thinking.<\/p>\n\n

Implications for practitioners:<\/strong> Provide reading materials and reading support according to the age characteristics of children\u2019s reading comprehension. For instance, for children aged 4, select picture books with simple pictures and concentrated plots. For children aged 6, select picture books with rich pictures, changes in plots, and more diverse relationships between pictures and words.<\/p>\n\n

Funding:<\/strong> Shanghai Philosophy and Social Science Planning Project (2015BYY009)<\/p>\n\n

Key words: <\/strong>early literacy, reading comprehension, development, home language environment, communication<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n\n