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Patterns of Book Ownership and Reading to Young Children in Israeli School-Oriented and Nonschool-Oriented Families

Feitelson, Dina ; Goldstein, Zahava

The Reading teacher, 1986-05, Vol.39 (9), p.924-930 [Periódico revisado por pares]

International Reading Association

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  • Título:
    Patterns of Book Ownership and Reading to Young Children in Israeli School-Oriented and Nonschool-Oriented Families
  • Autor: Feitelson, Dina ; Goldstein, Zahava
  • Assuntos: Children ; Childrens literature ; Elementary school students ; High schools ; Literature ; Neighborhood schools ; Parents ; Picture books ; School age children ; Textbook standards
  • É parte de: The Reading teacher, 1986-05, Vol.39 (9), p.924-930
  • Notas: ObjectType-Article-2
    SourceType-Scholarly Journals-1
    ObjectType-Feature-1
    content type line 23
    ObjectType-Article-1
    ObjectType-Feature-2
  • Descrição: Book-related experiences at early ages have been repeatedly associated with academic success. An attempt is made to establish whether reported differences between early book-linked experiences in US middle-class & working-class families are a purely local phenomenon or occurred also in other societies. Data was collected from families (N = 102) connected with 34 kindergartners. Each of 17 investigators visited the homes of 3 kindergartners from a neighborhood where children tend to do well in school & 3 from a neighborhood where children do poorly. During the visit all books shown in response to the request to see the kindergartner's books were catalogued, & parents engaged in an informal interview about family habits in regard to buying books for & reading to their kindergartner. Whereas kindergartners in neighborhoods where children tend to do well in school owned on the average 54.4 books each, 60.8% of children in neighborhoods where children do poorly did not own a single book. There were also very significant differences between the two groups in amount & regularity of reading to kindergartners & the ages at which regular reading to children had started. Results are interpreted in terms of the skills that are useful in later school learning & that young children may acquire when they are read to extensively from an early age on. 3 Tables, 19 References. AA
  • Editor: International Reading Association
  • Idioma: Inglês
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