The Impact Of Different Parent-child Reading Strategies On The Reading Skills Of 3-6 Year-old Children's Picture Book

Parent-child reading, as an essential component of the early reading, emphasizes the interactive communication between parents and children. It is a kind of reading educational manner which could improve children's reading ability fasterly and develop their wholesome personality, through parents and children reading, appreciating picture books together and through parents answering children's questions and inducing them to think. It bears a special significance for the physical and mental growth of children. Preschool children are the main readers of picture book, reading picture-books are the primary meterials to foster children's literacy. Studies conducted internationally have already indicated that the strategies of parent-child reading would affect the development of children's reading ability ultimately.This article refers the research frame of the children's language development abilities overseas to study the different characteristics of the parent-child reading strategies under the picture-book reading situation, the development relationsof children's reading abilities under different parent-child reading strategies and the parent-child reading strategies to strengthen 3-6 year-old children's picture-book reading abilities. The subjects of study are three grade children ( 3-4 years old, 4-5-year-old, 5-6 years old) of three kindergartens in Xi'an. Researcher Selected 90 pair of parent-child homogeneity after the interviews and questionnaires and carried on 6 month-long parent-child reading follow-up studies. This research refers "Baby To read Instruction manual" and used social sciences statistics software package SPSS 12.0 to reorganize and analize study data.The findings are as follows: parent-child reading strategies, children's age,children's sex have obvious founction to general scores of children picture-book reading abilities. Under the interactive parent-child reading strategy instruction, the experimental group child's reading abilities are obvious higher than the baseline group children under the parallel parent-child reading strategy instruction. The children's sex have remarkable function to children's reading understandings and experiences. Girls are higher than the boys on reading understandings, but boys are higher than the girls in reading experience scores. The children's age have remarkable function to reading understandings and reading mood. Five to six year-old children are obviously higher than three to four year-old children, but does not have the difference with four to five year-old children.This research purpose is to analytical study different reading strategies on the influences of the children reading ability development, to explore effective parent-child reading strategies, to promote the child reading ability development, to instruct family and the early reading activities and enrich parent-child reading research results. According to family reading environment, the research proposed the practical and feasible six parent-child reading education suggested: paying great attention to foster children reading interests and good reading customs; establishing the good reading environment for the children; positively using the interactive parent-child reading strategies; valuing parent-child reading questionings and the replying, sharpening child's reading understanding abilities; paying attentions to foster children preliminary metacognitive capacities; helping the children to obtain the preliminary reading experiences. Through these education suggestions, researcher hopes it has some benefits to the parent-child reading quality's enhancement and the children reading abilities development.