1
|
Alomari MA, Khabour OF, Alzoubi KH, Aburub A. The Impact of COVID-19 Confinement on Reading Behavior. Clin Pract Epidemiol Ment Health 2023; 19:e174501792304260. [PMID: 37916206 PMCID: PMC10351337 DOI: 10.2174/17450179-v19-e230505-2022-42] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 02/28/2023] [Accepted: 04/06/2023] [Indexed: 11/03/2023]
Abstract
Background The COVID-19 pandemic was detrimental to lifestyle and behavior. In this investigation, changes in reading habits during the pandemic were examined. Methods The study is cross-sectional and survey-based. 1844 individuals completed an online survey about sociodemographic and reading habits during COVID-19. Multinomial logistic regression was used to examine the relationship between the study variables. Results Most of the participants were active readers (71.5%-83.2%). Fewer (13.8-18.0%) reported a decrease in reading, while about half reported a no change, and 1/3rd reported an increase. Changes in reading habits were related to age, education, job type, and income. Conclusion About half of the participants during the pandemic reported a change in reading habits. Interventions to further enhance reading among people during the pandemic might help ameliorate the negative impacts of the pandemic.
Collapse
Affiliation(s)
- Mahmoud A. Alomari
- Department of Rehabilitation Sciences, Jordan University of Science and Technology, Irbid, Jordan
| | - Omar F. Khabour
- Department of Medical Laboratory Sciences, Jordan University of Science and Technology, Irbid, Jordan
| | - Karem H. Alzoubi
- Department of Pharmacy Practice and Pharmacotherapeutics, University of Sharjah, Sharjah, UAE
- Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, Jordan
| | - Aseel Aburub
- Department of Physiotherapy, Isra University, Amman, Jordan
- School of Health and Rehabilitation Sciences, Keele University, Newcastle Under Lyme, UK
| |
Collapse
|
2
|
Tanji T, Inoue T. Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school. Front Psychol 2023; 14:1052216. [PMID: 37179860 PMCID: PMC10169598 DOI: 10.3389/fpsyg.2023.1052216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 03/13/2023] [Indexed: 05/15/2023] Open
Abstract
We examined the reciprocal associations between home literacy environment (HLE) and children's early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent-child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents' needs for early literacy support by teachers, parents' expectations for children's reading skills, parents' worry about children's homework, and mother's education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents' worry was negatively associated with children's reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents' expectations were positively associated with children's reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children's reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji.
Collapse
Affiliation(s)
| | - Tomohiro Inoue
- The Chinese University of Hong Kong, Hong Kong SAR, China
| |
Collapse
|
3
|
Wimmer L, Ferguson HJ. Testing the validity of a self-report scale, author recognition test, and book counting as measures of lifetime exposure to print fiction. Behav Res Methods 2023; 55:103-134. [PMID: 35277842 PMCID: PMC9918583 DOI: 10.3758/s13428-021-01784-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/24/2021] [Indexed: 12/18/2022]
Abstract
We report a study testing the validity of the three most commonly used indicators of lifetime exposure to print fiction, namely a self-report scale, an author recognition test (ART), and book counting, in a sample of older adults (N=306; Mage = 59.29 years, SDage = 7.01). Convergent validity of the self-report scale and book counting was assessed through correlations with the fiction sub-score of the ART; divergent validity of these two indicators was examined via correlations with the non-fiction sub-score of that ART. We also assessed criterion-related validity by testing the degree to which each of the three indicators predicted participants' performance in a vocabulary test. The self-report scale and book counting were significantly more positively associated with the ART fiction sub-score than the ART non-fiction sub-score. Regression analyses, controlling for gender and non-fiction exposure, revealed that the ART fiction sub-score had the highest explanatory power among all indicators under investigation for predicting vocabulary test performance. The present results suggest that only ARTs may have satisfactory levels of both construct and criterion-related validity. Recommendations for the assessment of fiction exposure and future directions are discussed.
Collapse
Affiliation(s)
- Lena Wimmer
- Department of Education, University of Freiburg, Rempartstr., 11, 79098, Freiburg im Breisgau, Germany.
- School of Psychology, University of Kent, Canterbury, UK.
| | | |
Collapse
|
4
|
Dunn K, Georgiou GK, Inoue T, Savage R, Parrila R. Home and school interventions aided at-risk students' literacy during Covid-19: a longitudinal analysis. READING AND WRITING 2022; 36:449-466. [PMID: 36406627 PMCID: PMC9662767 DOI: 10.1007/s11145-022-10354-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/20/2022] [Indexed: 06/16/2023]
Abstract
We examined whether different parent- and teacher-related factors had an effect on at-risk children's reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M age = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the pandemic.
Collapse
Affiliation(s)
- Kristy Dunn
- Department of Educational Psychology, University of Alberta, 6-102 Education North, T6G 2G5 Edmonton, AB Canada
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, T6G 2G5 Edmonton, AB Canada
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Robert Savage
- Faculty of Education, York University, Toronto, Canada
| | - Rauno Parrila
- School of Education, Macquarie University, Sydney, Australia
| |
Collapse
|
5
|
Su M, Fan Y, Wu J, Qiao B, Zhou W. The influence of the literacy environment on children’s writing development in Chinese. Front Psychol 2022; 13:1010471. [PMID: 36312056 PMCID: PMC9606812 DOI: 10.3389/fpsyg.2022.1010471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 09/27/2022] [Indexed: 11/13/2022] Open
Abstract
The present study investigated the influence of literacy environment on the performance of writing narratives for primary school students. Two hundred and fifty Chinese children participated in this study. There were 146 third graders (71 boys and 75 girls) and 104 fifth graders (53 boys and 51 girls). Results showed that children’s writing abilities differed at the word level and sentence level between third grade and fifth grade. Formal literacy experience (parent teaching of characters) predicted the writing performance of third graders, while informal literacy experience (the visiting frequency of various places) predicted the writing performance of fifth graders. After controlling the effect of reading efficiency on the writing skills, the prediction of formal and informal literacy experiences on the writing performance remained. The results suggest the importance of formal and informal literacy experiences on the writing development of primary school students.
Collapse
Affiliation(s)
- Mengmeng Su
- College of Elementary Education, Capital Normal University, Beijing, China
| | - Yi Fan
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Jifeng Wu
- College of International Education, Capital Normal University, Beijing, China
| | - Bingyan Qiao
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Wei Zhou
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
- *Correspondence: Wei Zhou,
| |
Collapse
|
6
|
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080513] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; Mage = 8.7 years; range 8 to 9 years of age). Importantly, mothers’ and fathers’ reports of the home learning environment for school children were similar. For literacy, parents’ knowledge of children’s books and attitudes toward literacy were related to children’s vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents’ reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children’s arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents’ math anxiety) were not related to children’s performance. These results suggest some continuity between home learning environments and academic skills after children’s transition to school.
Collapse
|
7
|
Feng Y, Liu Q, Xie X, Jiang Q, Zhu K, Xiao P, Wu X, Zuo P, Song R. The Prevalence and Associated Risk Factors of Children With Reading Disabilities in a Multiethnic City: A Cross-Sectional Study. Front Pediatr 2022; 10:864175. [PMID: 35844757 PMCID: PMC9282866 DOI: 10.3389/fped.2022.864175] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 06/08/2022] [Indexed: 11/22/2022] Open
Abstract
Numerous studies have been conducted to explore the risk factors for reading disabilities (RDs) among children. Based on these studies, factors such as gender, socioeconomic status, and the home literacy environment have been widely found to be associated with children who have RDs. However, children from a multiethnic city are seldom investigated. This study aimed to explore the prevalence of RDs and the potential environmental risk factors in Shihezi, Xinjiang, where people of multiple ethnicities, including Han and ethnic minority children, live and study together. A cross-sectional study was conducted in the city of Shihezi. A two-stage sampling strategy was applied to randomly select six primary schools in the city. In total, 6,539 students in grades two to six participated in this study. There were 6,065 valid questionnaires obtained for further analyses. We used the Dyslexia Checklist for Chinese Children and the Pupil Rating Scale to screen for the children with RDs. The χ2 test and multivariate logistic regression were employed to reveal the potential risk factors of RDs. The prevalence of children with RDs was 3.38% in Shihezi City and was significantly different between Han (3.28%) and Uighur (7.42%) children (P < 0.05). There was no significant difference in the prevalence of RDs between Han and Hui children. Among these children with RDs, the gender ratio of boys to girls was nearly 2:1. Multiple logistic regression analysis showed that gender (P < 0.01), learning habits (P < 0.01), and the home literacy environment (P < 0.01) were associated with RD. The results may be useful in the early identification and intervention of children with RDs, especially among ethnic minorities.
Collapse
Affiliation(s)
- Yanan Feng
- Department of Nursing, Shihezi University School of Medicine, Shihezi, China.,MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Qi Liu
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xinyan Xie
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Qi Jiang
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Kaiheng Zhu
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Pei Xiao
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xiaoqian Wu
- MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Pengxiang Zuo
- Department of Nursing, Shihezi University School of Medicine, Shihezi, China
| | - Ranran Song
- Department of Nursing, Shihezi University School of Medicine, Shihezi, China.,MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Department of Maternal and Child Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| |
Collapse
|