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Article: The Sooner, the Better: Early Reading to Children
Title | The Sooner, the Better: Early Reading to Children |
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Authors | |
Keywords | home literacy environment (HLE) linguistic competencies onset of reading to a child parent–child interactions storybook reading |
Issue Date | 2016 |
Citation | SAGE Open, 2016, v. 6, n. 4 How to Cite? |
Abstract | © 2016, © The Author(s) 2016. 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. |
Persistent Identifier | http://hdl.handle.net/10722/273583 |
ISSN | 2023 Impact Factor: 2.0 2023 SCImago Journal Rankings: 0.507 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Niklas, Frank | - |
dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Tayler, Collette | - |
dc.date.accessioned | 2019-08-12T09:56:01Z | - |
dc.date.available | 2019-08-12T09:56:01Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | SAGE Open, 2016, v. 6, n. 4 | - |
dc.identifier.issn | 2158-2440 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273583 | - |
dc.description.abstract | © 2016, © The Author(s) 2016. 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. | - |
dc.language | eng | - |
dc.relation.ispartof | SAGE Open | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | home literacy environment (HLE) | - |
dc.subject | linguistic competencies | - |
dc.subject | onset of reading to a child | - |
dc.subject | parent–child interactions | - |
dc.subject | storybook reading | - |
dc.title | The Sooner, the Better: Early Reading to Children | - |
dc.type | Article | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1177/2158244016672715 | - |
dc.identifier.scopus | eid_2-s2.0-85008685935 | - |
dc.identifier.volume | 6 | - |
dc.identifier.issue | 4 | - |
dc.identifier.isi | WOS:000388301800017 | - |
dc.identifier.issnl | 2158-2440 | - |