Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development

DOI

10.2991/hss-17.2017.109How to use a DOI?

Keywords

Young Children, Parental Beliefs, Home Literacy Practices, Reading Interest, Literacy Development.

Abstract

Using a Chinese sample of 795 parents with preschool-aged children, this quantitative study employed multiple regression analyses to test associations between parental reading beliefs, home literacy practices, children's reading interests, and children's literacy development within a model based on previous American findings [1, 2]. With parent gender, employment and socio-economic status controlled, direct and indirect effects on children's literacy development were found, with both home literacy practices and children's reading interest mediating the relationships between parental reading beliefs and children's literacy development. The study demonstrates that associations within the model of parental reading beliefs may be applicable for families in China. Implications for theory, policy, and practice are discussed.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wei Teng
AU  - Rachelle K. Hackett
AU  - Marilyn E. Draheim
PY  - 2017/02
DA  - 2017/02
TI  - Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development
BT  - Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017)
PB  - Atlantis Press
SP  - 628
EP  - 633
SN  - 2352-5398
UR  - https://doi.org/10.2991/hss-17.2017.109
DO  - 10.2991/hss-17.2017.109
ID  - Teng2017/02
ER  -