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Article: Father–child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills

TitleFather–child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills
Authors
KeywordsChinese preschoolers
fathers
parent–child literacy teaching activities
reading ability
Issue Date2020
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/10009397
Citation
Infant and Child Development, 2020, v. 29 n. 4, p. article no. e2183 How to Cite?
AbstractThis study examined the relationship between the frequency of mother–child and father–child literacy teaching activities and the reading skills of Chinese preschool children. A total of 105 Hong Kong Chinese preschoolers and their fathers and mothers were involved. Fathers and mothers independently reported the frequency of their own literacy teaching activities (i.e., reading Chinese characters, recognizing Chinese characters based on their pronunciations and writing Chinese characters). Children were tested individually on their Chinese word reading skills, receptive vocabulary and verbal memory. Structural equation modelling was used to assess the relations between mother–child and father–child literacy teaching activities and children's reading skills. The results showed that, although mothers engaged in home literacy teaching activities more frequently than did fathers, the participation of fathers—and not mothers—in Chinese literacy teaching activities significantly predicted their children's Chinese reading skills after controlling for vocabulary, verbal memory and demographic variables (i.e., parental education, the child's age and gender). The results highlight the importance of paternal involvement in home education for Chinese preschoolers' literacy learning.
Persistent Identifierhttp://hdl.handle.net/10722/291006
ISSN
2020 Impact Factor: 1.615
2020 SCImago Journal Rankings: 0.870
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorXIAO, N-
dc.contributor.authorCHE, Y-
dc.contributor.authorZhang, X-
dc.contributor.authorSONG, Z-
dc.contributor.authorZHANG, Y-
dc.contributor.authorYIN, S-
dc.date.accessioned2020-11-02T05:50:13Z-
dc.date.available2020-11-02T05:50:13Z-
dc.date.issued2020-
dc.identifier.citationInfant and Child Development, 2020, v. 29 n. 4, p. article no. e2183-
dc.identifier.issn1522-7227-
dc.identifier.urihttp://hdl.handle.net/10722/291006-
dc.description.abstractThis study examined the relationship between the frequency of mother–child and father–child literacy teaching activities and the reading skills of Chinese preschool children. A total of 105 Hong Kong Chinese preschoolers and their fathers and mothers were involved. Fathers and mothers independently reported the frequency of their own literacy teaching activities (i.e., reading Chinese characters, recognizing Chinese characters based on their pronunciations and writing Chinese characters). Children were tested individually on their Chinese word reading skills, receptive vocabulary and verbal memory. Structural equation modelling was used to assess the relations between mother–child and father–child literacy teaching activities and children's reading skills. The results showed that, although mothers engaged in home literacy teaching activities more frequently than did fathers, the participation of fathers—and not mothers—in Chinese literacy teaching activities significantly predicted their children's Chinese reading skills after controlling for vocabulary, verbal memory and demographic variables (i.e., parental education, the child's age and gender). The results highlight the importance of paternal involvement in home education for Chinese preschoolers' literacy learning.-
dc.languageeng-
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/10009397-
dc.relation.ispartofInfant and Child Development-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectChinese preschoolers-
dc.subjectfathers-
dc.subjectparent–child literacy teaching activities-
dc.subjectreading ability-
dc.titleFather–child literacy teaching activities as a unique predictor of Chinese preschool children's word reading skills-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/icd.2183-
dc.identifier.scopuseid_2-s2.0-85083983151-
dc.identifier.hkuros318539-
dc.identifier.volume29-
dc.identifier.issue4-
dc.identifier.spagearticle no. e2183-
dc.identifier.epagearticle no. e2183-
dc.identifier.isiWOS:000529147500001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1522-7219-

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