| The language ability of young children is the foundation of their intellectual development and individual socialization(He Li jun,2019).The age of 5-6 is a critical period for young children to master grammar,understand abstract vocabulary meanings,and initially develop comprehensive language skills(He Li ping,2005).Good language proficiency can help young children quickly acquire new information in changing environments and adapt to new interpersonal environments(Shen Zi yan,2021).In addition,the family is an important place for young children to gain early language experience,and the amount of information provided by the family environment is closely related to young children’s language development.However,in current research at home and abroad,scholars have focused more on a specific factor that affects the development of young children’s language ability in the family,while research on the comprehensive factors that affect the development of young children’s language ability in the family is relatively lacking,Therefore,it is of great value to reveal the relationship between the family reading environment and the language ability of children aged 5-6.This study selected 149 children aged 5-6 years from a kindergarten in Lin yi City as the research subjects,and used questionnaire and test methods to measure the current situation of their home reading environment and the development level of their language ability.On this basis,it further explored the correlation between their home reading environment and their language ability.The research results show that:(1)The overall reading environment in the family is at an upper middle level,with the dimensions ranked from high to low as follows:family reading resources,parents’ educational expectations,parent-child reading interaction,and parents’ reading habits;There are significant differences in family reading environment between young children and boys,with girls having a better reading environment than boys;There are significant differences in the family reading environment between parents’ educational levels.Parents with college,undergraduate,or higher education backgrounds have a better family reading environment than parents with other education backgrounds.(2)Children aged 5 to 6years old have a language ability that is above the middle level,and perform best in reading skills,auditory motor conversion,and listening comprehension dimensions;The performance in the small muscle control dimension is relatively general;The performance was the worst in subtle difference discrimination,oral expression,and visual motor conversion dimensions;Children of different genders only have significant differences in the three dimensions of auditory motor conversion,listening comprehension,and oral expression;Parents with different educational backgrounds have significant differences in the language ability dimensions and total scores of children aged 5-6,while there is no significant difference in the auditory motor transition dimension.(3)In addition to the dimensions of reading skills and difference discrimination,there is a significant positive correlation between the family reading environment and the overall and various dimensions of language ability of children aged 5-6.(4)Family reading environment can predict the development of language ability of children aged 5-6 to a certain extent.Among them,parent-child reading interaction has the highest degree of prediction for children’s oral expression.Based on the above conclusions,this study puts forward the following suggestions: First,pay attention to family parent-child reading interaction;Second,parents set an example and attach importance to the role of role models;Third,provide reading resources suitable for children’s age characteristics;Fourth,establish reasonable educational expectations and improve children’s language ability;Fifth,we should strengthen home-based cooperation and jointly promote the development of children’s language ability. |
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