The Impact of Reading on Cognitive Abilities in Preschool Children from Different Backgrounds: A Longitudinal Study

• Main Authors: Ya-Ping Liu, 劉雅萍
• Other Authors: Chunn-Ying Lin
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/51697758445075081705

碩士 === 國立東華大學 === 幼兒教育學系 === 101 === Abstract This study aimed to investigate the impact of reading on cognitive abilities in preschool children from different backgrounds. The subjects were the kindergartener who enrolled in Hualien county’s and Yilan county’s public school, and were conducted through a three-wave-tracking survey. Parents were asked to answer family status in the first wave of the survey. With the data collected from the first wave and second wave for statistical analysis, plus homeroom teacher’s assessment to preschool children’s readiness. Out of 332 questionnaires, deducting 39 invalid questionnaires, to get 293 valid questionnaires, the ratio of valid questionnaires was 88%. Using structural equation modeling (SEM) to verify associated theoretical assumptions. In the estimation of the model’s parameters, .05 was a significant level as the statistical test and balance of multiple conditions, this study employed the ML method. The study has shown that: (a) The higher the father’s occupational status, the better concept developing of his preschool children. (b) A good reading environment and actively participate in reading, it would enhance the concept of cognitive of preschool children. (c) With a large amount of books at home, and parents are willing to accompany reading, visiting exhibitions, or providing additional reading materials, it would upgrade concept development of preschool children. (d) The higher the mother’s educational level, the more it would motivate the reading interests of preschool children, and it then would boost up concepts and basic academics abilities of preschool children. (e) The more the number of children in a family, it would reduce the proportion of reading participation, and further would detriment cognitive development. Lastly, the findings, based on the study, have suggested to parents, teachers, governments, educational institutions and future researches for reference. Keyword: Reading Environment, Reading Participation, Cognitive Ability