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首页> 外文期刊>Open Journal of Modern Linguistics >Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement
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Parent’s Attitudes and Behavior, the Learning Environment, and Their Influence on Children’s Early Reading Achievement

机译：父母的态度和行为，学习环境及其对孩子早期阅读成绩的影响

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摘要

Three different models predict the relationship between parents’ attitudes toward reading, their behavior and the learning environment that they provide, and their influence on the reading performance of their children in first grade. The first model specifies the direct influence of each of the independent variables (attitudes, behavior and learning environment) on the dependent variable (reading performance of the child). The second model emphasizes the behavior as mediator between attitudes and reading performance, and also the direct influence of learning environment on performance. In contrast, the third model relates to the influence of attitudes on reading performance, with behavior as a mediator just in a supportive learning environment. In order to examine these models, we investigated a population of fifty first-grade pupils and their parents, measuring these variables with the help of questionnaires, interviews, observations and reading tests. The findings suggest that parents’ supportive attitudes have a significant positive influence on the reading performance of their children in first grade. This conclusion is actually consistent with all three models. The more specific conclusion, however, is that attitudes are partially mediated by parents’ behavior in a supportive learning environment, which partially supports the third model.
机译：三种不同的模型可以预测父母对阅读的态度，他们的行为和所提供的学习环境之间的关系，以及它们对一年级孩子的阅读表现的影响。第一个模型规定了每个独立变量（态度，行为和学习环境）对因变量（孩子的阅读能力）的直接影响。第二种模式强调态度和阅读表现之间作为中介的行为，以及学习环境对表现的直接影响。相比之下，第三个模型涉及态度对阅读表现的影响，行为仅在支持性学习环境中作为中介。为了检查这些模型，我们调查了五十个一年级学生及其父母，并通过问卷，访谈，观察和阅读测试来测量这些变量。研究结果表明，父母的支持态度对一年级孩子的阅读成绩有显着的积极影响。这个结论实际上与所有三个模型都是一致的。然而，更具体的结论是，态度在一定程度上由父母在支持性学习环境中的行为所介导，这部分支持了第三种模式。

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