1. Objectifs

Intentions :
This study aims «to examine the links between RST [recreational screen time], FLAs [family literacy activities] and language skills simultaneously among preschool and school-aged children.» (p. 3)

Questions/Hypothèses :
The authors ask the following question: «[i]s it true, as the literature suggests, that RST is negatively and FLAs positively associated with language skills?» (p. 3)

2. Méthode

Échantillon/Matériau :
«The data came from a sample from a longitudinal study of 4-, 5- and 7-year-old children and their living environments, which initially included 240 children recruited between 2009 and 2010. Following authorization by the Commission d’Accès à l’information (Quebec access to information commission), the Régie de l’assurance maladie du Québec (Quebec health insurance board) gave the researchers a list of 4,575 children who would have their fourth birthday during the recruiting period. […] In the end, the parents of 155 children agreed to participate, but complete data were obtained for just 149.» (p. 3)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé

The analysis shows «for the first time that girls take part in FLAs more often than boys at age 4. This result echoes the finding that girls read more often than boys […] and confirms the importance of sex as a variable when the topic of study is shared reading and FLAs more generally. There are two possible explanations of this difference. First, it is possible that parents initiate fewer FLAs with boys than with girls because boys show less interest than girls in activities related to books […]. On the other hand, it is also possible that parents initiate fewer FLAs with boys than with girls because they have a gendered view of literacy […]. Considering sex as a variable is also particularly important in the investigation of RST, given that several studies have shown that boys have higher RST than girls […]. The results of our study indicate that RST is negatively associated with both language skills and FLAs for children in the digital generation. Thus, they support the findings of other recent studies […] and suggest that the damaging effects of RST persist over time despite the in-depth transformation of society that has taken place due to the proliferation and omnipresence of screens.» (p. 8)