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( Young Suk Grace Kim ),( Young Hee Park ) 한국유아교육학회 2015 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.21 No.1
We investigated how parent-child interactions during and after book reading are related to narrative skills among prekindergarten-aged children. We addressed this question by using a nationally representative sample in the U.S., the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; unweighted N ~ 550; weighted N = 2,766,947), and by employing a latent variable approach. The results showed that parents employed a variety of interactional behaviors such as asking open-ended and closed-ended questions and directing the child to pictures during reading. In comparison, only a limited number of parents engaged in interactions after book reading. The results of structural equation modeling showed that interaction after, but not during, reading was uniquely related to the child`s retell skill after the child`s communicative oral language skill and family socio-economic status were controlled. These results suggest that interactions after book reading such as summarizing the book might be beneficial for the child`s story retell.
Qian Guo,Young-Suk Grace Kim,Yan Liu,Yan Peng,WENKAI SUN,Yijie Wang,Li Yang 서울대학교 교육연구소 2021 Asia Pacific Education Review Vol.22 No.1
Thanks to urbanization, some developing countries have a large migrant population. Academic performance of migrant children is usually far from satisfactory, much to the concern of educators and legislators. Meanwhile, research has attested to the importance of reading skill development by the end of third grade for later academic achievement. Against this background, we evaluated the effects of providing self-selected, developmentally appropriate books on the reading performance and summer reading amount of students in migrant schools in China, employing a randomized controlled trial. The intervention program improved rising second-graders’ word reading scores and summer reading amount. It proved particularly beneficial to low-performing children and children from disadvantaged families. The findings have implications for improving the academic achievement of migrant children in migrant schools in China and similar developing countries, especially where parental support may not be expected for the academic development of children.