The effect of childhood's reading environment on first-grade children in literacy development.

2015 Fiscal Year Final Research Report

• Project/Area Number: 25350942
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Childhood science (childhood environment science)
• Research Institution: Kyoritsu Women's University
• Principal Investigator: Shirakawa Yoshiko 共立女子大学, 家政学部, 教授 (20259716)
• Co-Investigator(Kenkyū-buntansha): MUTO Takashi 白梅学園大学, 子ども学部, 教授 (40111562) ; HARA Takaaki 鎌倉女子大学短期大学部, 初等教育学科, 教授 (10290636)
• Research Collaborator: KANAZAWA Midori 関西福祉大学, 発達教育学部, 教授 (20737283)
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: 読み書き能力 / 文字環境 / 小学校１年生 / 読み聞かせ / 幼児教育環境 / 家庭環境

Outline of Final Research Achievements

This study aims to clarify how home-ECEC reading environment in early childhood and the first grade affects first-grade children in literacy development.
Subjects: 943 pairs of parents and their first-grade children in fifteen primary schools. We conducted a questionnaire survey to parents to find out their children’s reading environment at home, and evaluated children’s literacy by “word recognition”, “listening”, “ looking for the differences of sound”, and “reading sentences”.Parents who value “Imagination and parent-child relationship” tend to use the library more frequently than those who value “Reading comprehension”.The children whose parents read books in their childhood have high-level listening and reading comprehension skills, whereas children whose parents still read books have low-level skills. The children reading a lot tend to have high-level listening skills.

Free Research Field

臨床発達心理学