1. Objectifs

Intentions :
«The focus of this chapter is the developmental story of how reading readiness emerges from birth onward, with an emphasis on the putative processes that account for continuities and discontinuities between language development and learning to read.» (p. 106)

2. Méthode

Échantillon/Matériau :
L’étude en question utilise des données issues de l’Étude longitudinale du développement des enfants du Québec (ÉLDEQ) et de l’Étude des jumeaux nouveau-nés du Québec (ÉJNQ).

Type de traitement des données :
Analyse statistique

3. Résumé

«Parent-child reading frequency […] remains a gross measure of family literacy practices. Sénéchal (2006) has shown that different literacy activities can promote different aspects of reading readiness: reading to a child enhances vocabulary, but it is teaching about literacy and print that predicts letter knowledge. Together, results from previous studies and novel results from our studies presented here are consistent with the hypothesis that family literacy practices have an impact on the knowledge basis of reading readiness, and prepare for learning to read through enhanced language skills and better knowledge of print conventions.» (p. 121) «Clearly, all children gained from being exposed to a higher frequency of parent-child reading. However, the contribution of parent-child reading frequency to children’s oral language development does seem to vary as a function of socioeconomic status, as indexed here by maternal education. Children of more educated mothers appear to benefit more from parent-child at lesser frequencies. For instance, with a high frequency of parent-child reading, children of mothers with a high school diplomas did as well on language as children of more educated mothers who were read to once a week or less.» (p. 122)