Analysis of the effect of parental accompanying reading on early literacy ability of kindergarten children

Objective To analyze the relationship between parental accompanying reading and early literacy ability cultivation among kindergarten children,and to provide basis for the future cultivation of children's literature reading ability.Methods Multi-stage sampling was used to select 1 class of each grade from 4 kindergartens in Songjiang district of Shanghai,amounting to 12 classes,and all qualified kindergarten children and their parents in these 12 classes from 389 families were interviewed by questionnaires.Results The mean age of 389 kindergarten children'was(4.73± 1.12) years old.Literacy capacity test of "Chinese Children Development Scale for 3-6 Years" (CCDS) demonstrated that the mean score of kindergarten children's literacy capacity was 16.89 ± 1.71,and the reading comprehension test of "Watermelon and Ants" picture book (WA) indicated that the mean score of kindergarten children's reading comprehension was(12.32-±2.46),girls had better literacy ability in comparison with boys,and the reading comprehension ability and literacy ability increased with the age(t=-l1.41,F=18.93,P<0.05).About 75.59% of investigated parents engaged in their children's reading.Parents' participation in children's reading,creating special reading environment were factors that influenced children's pre-school literacy ability,the score of parental accompanying reading was positively correlated with the comprehensive score of children's pre-school literacy ability (r =0.62,0.74,0.43,P<0.05)(r =0.43,P<0.05),CCDS score (r=0.62,P<0.05) and WA score(r=0.43,P<0.05).Conclusion Parental accompanying reading was positively correlated with children's pre-school literacy ability.