Does Reading to Infants Benefit Their Cognitive Development at 9-Months-Old? An Investigation Using a Large Birth Cohort Survey

Autor/inn/en	Murray, Aisling; Egan, Suzanne M.
Titel	Does Reading to Infants Benefit Their Cognitive Development at 9-Months-Old? An Investigation Using a Large Birth Cohort Survey
Quelle	In: Child Language Teaching and Therapy, 30 (2014) 3, S.303-315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659013513813
Schlagwörter	Foreign Countries; Infants; Child Development; Cognitive Development; Surveys; Reading Aloud to Others; Correlation; Scores; Interaction; Parent Child Relationship; Pictorial Stimuli; Interpersonal Communication; Questionnaires; Mothers; Educational Attainment; Nutrition; Attachment Behavior; Siblings; Interviews; Predictor Variables; Regression (Statistics); Ireland + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Kognitive Entwicklung; Survey; Umfrage; Befragung; Korrelation; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fantasieanregung; Interpersonale Kommunikation; Fragebogen; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ernährung; Attachment; Bindungsverhalten; Sibling; Geschwister; Interviewing; Interviewtechnik; Prädiktor; Regression; Regressionsanalyse; Irland
Abstract	This study uses a nationally representative sample of 9-month-old infants and their families from the Growing Up in Ireland (GUI) study to investigate if reading to infants is associated with higher scores on contemporaneous indicators of cognitive development independently of other language-based interactions between parent and infant, such as showing them pictures or talking to them. Reading to infants had an independent positive effect on scores for both the problem-solving and communication subscales of the Ages and Stages Questionnaire (ASQ), while the positive effect of showing pictures was independent only for communication scores. The effects of both of these activities were, however, less substantial than the positive effect observed for the more informal activity of frequently talking to the infant while doing other things; and this was observed for both communication and problem-solving. The analyses were robust to adjustment for several other factors including maternal education, gestational age, non-parental care, breastfeeding, attachment and presence of siblings. The findings highlight the potential of reading and talking to infants, not just for language and literacy development but also for other aspects of cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10