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Joint storybook reading measured with children's book title checklist and the children's language development in early childhood
Katja Bajc & Ljubica Marjanovič Umek
Full text (pdf) | Views: 17 | Written in Slovene. | Published: September 8, 2005
Abstract: In the present study we examined the relationship between parental educational level, joint storybook reading and children's language competence. Our sample included 123 5-year-old children attending one of the Slovenian preschools. Frequency of parent-child joint storybook reading was measured indirectly with the children's book title checklist, which was used in the Slovenian language environment for the first time, and which, in comparison with the parents' report about how often they read to their children, represents a more objective measure of storybook exposure. By using checklist we avoid socially desirable responses, which parents give because they think that reading is important for children's language development. We found out that parental education is positively related to the parental familiarity with the titles of books for children. Furthermore, the results show that storybook exposure is, regardless of parental educational level, a factor of home environment which makes an important contribution to the development of children's language competence.
Keywords: language development, competence, childhood development, children's book title checklist, joint reading, parent educational background
