Parents’ reading to their children

Parents’ reading to their children in the pre-school years is regarded as an important
predictor of literacy achievement (Weinberger, 1996). This parental activity is
associated with strong evidence of benefits for children such as language growth,
reading achievement and writing (Bus, Ijzendoorn and Pellegrini, 1995; Brooks, 2000).
Parents' reading to their children is associated with the attributes of precocious reading
in young children (Clark, 1976; Stainthorp, 1999). Benefits include the enhancement of
children's language comprehension and expressive language skills, listening and
speaking skills, later enjoyment of books and reading, understanding narrative and story
and good reading ability at age 7 (Wells, 1987; Crain-Thoreson and Dale, 1992;
Weinberger, 1996). The recent Effective Provision for Pre-school Education study has
also found that the frequency with which parents reported reading to their children and
the frequency of library visits had a significant impact on children's cognitive
development at pre-school entry regardless of socio-economic status (Sammons et al, 2000). As suggested by an American review, future research should be focussed on
isolating aspects of shared reading that are most beneficial. (Scarborough and Dobrich,
1994)

Hasil (Bahasa Indonesia) 2:

Membaca orang tua untuk anak-anak mereka di tahun-tahun pra-sekolah dianggap sebagai penting
prediktor prestasi literasi (Weinberger, 1996). Kegiatan orangtua ini
dikaitkan dengan bukti kuat dari manfaat bagi anak-anak seperti pertumbuhan bahasa,
membaca dan menulis prestasi (Bus, Ijzendoorn dan Pellegrini, 1995; Brooks, 2000).
membaca orang tua kepada anak-anak mereka dikaitkan dengan atribut membaca prekoks
di anak-anak (Clark, 1976; Stainthorp, 1999). Manfaat meliputi peningkatan
pemahaman bahasa anak-anak dan kemampuan bahasa ekspresif, mendengarkan dan
keterampilan berbicara, kemudian menikmati buku dan membaca, memahami narasi dan cerita
dan kemampuan membaca yang baik pada usia 7 (Wells, 1987; Crain-Thoreson dan Dale, 1992;
Weinberger 1996). Ketentuan Efektif terakhir untuk studi Pendidikan Pra-sekolah telah
juga menemukan bahwa frekuensi yang tua melaporkan membaca untuk anak-anak mereka dan
frekuensi kunjungan perpustakaan memiliki dampak yang signifikan terhadap kognitif anak
pengembangan pada awal pra-sekolah tanpa memandang status sosial ekonomi ( Sammons et al, 2000). Seperti yang disarankan oleh review Amerika, penelitian masa depan harus difokuskan pada
mengisolasi aspek membaca bersama yang paling menguntungkan. (Scarborough dan Dobrich,
1994)