家庭读写环境与儿童接受性词汇发展关系的元分析

doi:10.3724/SP.J.1042.2022.00556

摘要/Abstract

摘要：

家庭读写环境(home literacy environment, HLE)与儿童接受性词汇(receptive vocabulary)发展的关系一直备受关注, 但HLE内涵不清、各指标效应值强度不明, 以及近年来两者关系差别较大等问题极大地限制了人们对该领域的认识。本文运用元分析技术对近30年国内外84篇相关实证研究进行分析。结果显示：HLE与儿童接受性词汇发展为中等程度正相关(r = 0.31)。针对年代、文化背景、儿童年龄以及测量方法的调节效应检验表明：HLE效应值随年代发展显著降低, 但其核心指标亲子阅读频率的效应值基本稳定; 评估HLE的问卷法和现场观察法效应值无差异, 但评估亲子阅读频率的书目清单法效应值显著高于问卷法。未见文化背景和儿童年龄的显著调节作用, 原因值得进一步探究。后续研究应完善HLE的概念框架, 更关注社会经济及文化视角下的概念建构以及测量改进。

关键词: 家庭读写环境, 亲子阅读, 接受性词汇, 元分析

Abstract:

Home literacy environment (HLE) refers to a variety of resources and opportunities provided to children as well as the parental skills, abilities, dispositions, and resources that determine the provision of such opportunities for children. For more than half a century, a large body of studies have shown that HLE can significantly promote children’s receptive vocabulary development. However, the blurry operationalization of HLE’s construct and the inconsistency of effect sizes (ESs) in recent studies have made it difficult to understand what really works for children’s receptive vocabulary development at home. This meta-analysis systematically reviewed empirical studies published from 1990 to 2021 regarding the relationships between these two variables in order to clarify HLE’s construct, investigate the main effects, and explore potential moderators.

Through literature review, we found that HLE was usually conceptualized from either the perspective of ecological system theory or interaction theory. Ecological system theory was more widely adopted by researchers, which involved home literacy resources, motivational atmosphere, and literacy activities. Next, we completed a comprehensive search of peer-reviewed published research, and 84 articles with 212 effect sizes and 65,550 children were finally included. We used CMA 3.0 for statistical analysis and results showed that: (1) Except for the age children began to be read to, there was no publication bias in the ESs of HLE and other sub-constructs or items. (2) Results of random effects model indicated a significant, moderate relation between HLE and children’s receptive vocabulary development, r=0.31, p<0.01. Among sub-constructs, items related to shared reading, i.e., the number of children’s books, the frequency of shared reading, and the frequency of children’s reading request demonstrated the highest ESs, followed by motivational atmosphere, including parents’ literacy beliefs and parents’ own reading habits. As for literacy activities, the ESs of informal literacy activities were low but significant, while formal literacy activities were not associated with children’s receptive vocabulary development. (3) As the ESs of HLE and the frequency of shared reading had a high level of heterogeneity, we used meta-regression to explore whether time periods, cultural backgrounds, child’s age and measurement methods were potential moderators. Results suggested that the ESs of HLE decreased significantly across time periods. One possible explanation was that the influx of multimedia has significantly changed HLE, and the other may lie in that the time children spent in pre-primary schools has increased significantly. It was also found that the ESs of the frequency of shared reading were stable during past 30 years, which supported previous literature that interactive reading between adults and children was an effective way for children’s receptive vocabulary development. The moderating effects of measurement methods were different for HLE and the frequency of shared reading. Specifically, the ESs of HLE obtained by questionnaires and the Home Observation for Measurement of the Environment did not lead to significant differences, while the ESs of the frequency of shared reading obtained by Children’s Title Checklist (CTC) were significantly higher than those obtained by questionnaires. We found that except for problems in understanding deviation, difficulty in recall, and social desirability effect, researchers may have different understandings of CTC measurements over time. Lastly, no moderating effects of cultural backgrounds or child’s age were detected.

Taken altogether, this study supports previous literature that HLE is positively correlated with children’s receptive vocabulary, especially resources and opportunities related to shared reading. Findings also suggest that HLE is a changing and multifaceted construct and more research is needed to extend its conceptualization, especially tech-enabled literacy practices. Furthermore, researchers should also pay more attention to cultural differences in HLE and employ cross-cultural perspectives to improve the reliability and validity of measurements. All these would help advance future HLE research and practice.

Key words: Home literacy environment (HLE), shared reading, receptive vocabulary, meta-analysis

中图分类号:

B844

刘海丹, 李敏谊. (2022). 家庭读写环境与儿童接受性词汇发展关系的元分析. 心理科学进展 , 30(3), 556-579.

LIU Haidan, LI Minyi. (2022). Associations between home literacy environment and children’s receptive vocabulary: A meta-analysis. Advances in Psychological Science, 30(3), 556-579.

图/表 9

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时期	作者/年份	国家	问卷/量表	测量方法	理论视角	指标	说明
20世纪60年代到80/90年代	Taylor (1995, 1996)	美国	《家庭读写实践清单》(Familia Inventory)	问卷	互动理论	亲子阅读频率、亲子阅读时长、儿童开始阅读的年龄、儿童阅读兴趣、自主阅读频率等	主要围绕亲子阅读。
20世纪60年代到80/90年代	Bradley和 Caldwell (1988)	美国	《家庭》 (the Home Observation for Measurement of the Environment)	现场观察	人类发展生态学理论	学习资料、物质环境、示范、语言刺激、学业刺激、回应性、多样性、接纳性	主要围绕亲子阅读。
时期	作者/年份	国家	问卷/量表	测量方法	理论视角	指标	说明
20世纪90年代初期到21世纪初期	Whitehurst (1993)	美国	《石溪家庭阅读调查表》(Stony Brook Family Reading Survey)	问卷	人类发展生态学理论	藏书量、亲子阅读频率、亲子阅读时长、儿童开始阅读的年龄	基本形成读写资源、动机氛围、读写活动的主体框架。
	Griffin和 Morrison (1997)	美国	《家庭读写环境量表》(Family Literacy Environment Scale)	问卷	人类发展生态学理论	藏书量、杂志和报纸数量、父母读写习惯、儿童看电视时长、去图书馆频率、亲子阅读频率
	Heath等 (1993)	美国	《家庭学习环境概况核查》(Home Learning Environment Profile)	问卷	人类发展生态学理论	父母期望、父母参与、父母职责、儿童自主活动、儿童参与10项活动的时长、儿童参与其他活动的时长
	Stipek等 (1992)	美国	《斯帝佩克家庭学习活动调查表》(Stipek Home Learning Activities)	问卷	互动理论	听讲故事、玩玩具、讨论幼儿园的事情等; 教字母和单词, 教数数或运算等
	Sénéchal等 (1998)	加拿大	“家庭读写模型”(Home Literacy Model)	问卷	互动理论	非正式读写活动(亲子阅读)、正式读写活动(教读写)
21世纪初期至今	Teepe等 (2017)	美国	改编《家庭读写环境量表》	问卷	人类发展生态学理论	丰富读写活动指标, 如教育类游戏(拼图等)、在电脑或平板上玩教育类游戏、看教育类电视	在上述框架基础上丰富相关指标, 主要是非正式读写活动。
	Buhs等 (2011)	美国	改编《家庭读写实践清单》	问卷	人类发展生态学理论	从亲子阅读延伸到三大方面, 分别是父母参与家庭学习活动、父母参与学校活动、儿童接触读写材料总量
	Deckner等 (2006)	美国	改编《石溪家庭阅读调查表》	问卷	人类发展生态学理论	增加“过去一周亲子阅读总时长”
	Burgess等 (2002)	美国	改编《石溪家庭阅读调查表》	问卷	人类发展生态学理论	划分为主动HLE和被动HLE。主动HLE包括：亲子阅读频率、亲子阅读时长、藏书量、去图书馆频率、儿童开始阅读的年龄; 被动HLE包括：父母阅读频率、父母阅读时长、父母藏书量、父母阅读兴趣、儿童看见父母阅读的频率
	Kirby和 Hogan (2008)	美国	自编问卷	问卷	混合取向	总藏书量、儿童藏书量、成人阅读频率、亲子阅读频率、积木等游戏活动频率、教字母/单词/发音等频率
	Frijters等 (2000)	美国	自编问卷	问卷	人类发展生态学理论	儿童藏书量、儿童开始阅读的年龄、亲子阅读频率、其他人和儿童的阅读频率、去图书馆频率
	Niklas和 Schneider (2013)	德国	自编问卷	问卷	人类发展生态学理论	订阅报纸、总藏书量、儿童藏书量、有图书馆卡、父母阅读频率、儿童开始阅读的年龄、儿童自主阅读频率、亲子阅读频率、去图书馆频率、父母看电视时长、儿童看电视时长
	Krijnen等 (2020)	荷兰	修正“家庭读写模型”	问卷	互动理论	口头语言接触活动(如亲子阅读、请儿童讲故事)、口头语言教学活动(如教单词、请儿童重复新单词)、代码技能接触活动(如字母游戏、韵律诗)、代码技能教学活动(如认读字母表、写名字)

时期	作者/年份	国家	问卷/量表	测量方法	理论视角	指标	说明
20世纪60年代到80/90年代	Taylor (1995, 1996)	美国	《家庭读写实践清单》(Familia Inventory)	问卷	互动理论	亲子阅读频率、亲子阅读时长、儿童开始阅读的年龄、儿童阅读兴趣、自主阅读频率等	主要围绕亲子阅读。
20世纪60年代到80/90年代	Bradley和 Caldwell (1988)	美国	《家庭》 (the Home Observation for Measurement of the Environment)	现场观察	人类发展生态学理论	学习资料、物质环境、示范、语言刺激、学业刺激、回应性、多样性、接纳性	主要围绕亲子阅读。
时期	作者/年份	国家	问卷/量表	测量方法	理论视角	指标	说明
20世纪90年代初期到21世纪初期	Whitehurst (1993)	美国	《石溪家庭阅读调查表》(Stony Brook Family Reading Survey)	问卷	人类发展生态学理论	藏书量、亲子阅读频率、亲子阅读时长、儿童开始阅读的年龄	基本形成读写资源、动机氛围、读写活动的主体框架。
	Griffin和 Morrison (1997)	美国	《家庭读写环境量表》(Family Literacy Environment Scale)	问卷	人类发展生态学理论	藏书量、杂志和报纸数量、父母读写习惯、儿童看电视时长、去图书馆频率、亲子阅读频率
	Heath等 (1993)	美国	《家庭学习环境概况核查》(Home Learning Environment Profile)	问卷	人类发展生态学理论	父母期望、父母参与、父母职责、儿童自主活动、儿童参与10项活动的时长、儿童参与其他活动的时长
	Stipek等 (1992)	美国	《斯帝佩克家庭学习活动调查表》(Stipek Home Learning Activities)	问卷	互动理论	听讲故事、玩玩具、讨论幼儿园的事情等; 教字母和单词, 教数数或运算等
	Sénéchal等 (1998)	加拿大	“家庭读写模型”(Home Literacy Model)	问卷	互动理论	非正式读写活动(亲子阅读)、正式读写活动(教读写)
21世纪初期至今	Teepe等 (2017)	美国	改编《家庭读写环境量表》	问卷	人类发展生态学理论	丰富读写活动指标, 如教育类游戏(拼图等)、在电脑或平板上玩教育类游戏、看教育类电视	在上述框架基础上丰富相关指标, 主要是非正式读写活动。
	Buhs等 (2011)	美国	改编《家庭读写实践清单》	问卷	人类发展生态学理论	从亲子阅读延伸到三大方面, 分别是父母参与家庭学习活动、父母参与学校活动、儿童接触读写材料总量
	Deckner等 (2006)	美国	改编《石溪家庭阅读调查表》	问卷	人类发展生态学理论	增加“过去一周亲子阅读总时长”
	Burgess等 (2002)	美国	改编《石溪家庭阅读调查表》	问卷	人类发展生态学理论	划分为主动HLE和被动HLE。主动HLE包括：亲子阅读频率、亲子阅读时长、藏书量、去图书馆频率、儿童开始阅读的年龄; 被动HLE包括：父母阅读频率、父母阅读时长、父母藏书量、父母阅读兴趣、儿童看见父母阅读的频率
	Kirby和 Hogan (2008)	美国	自编问卷	问卷	混合取向	总藏书量、儿童藏书量、成人阅读频率、亲子阅读频率、积木等游戏活动频率、教字母/单词/发音等频率
	Frijters等 (2000)	美国	自编问卷	问卷	人类发展生态学理论	儿童藏书量、儿童开始阅读的年龄、亲子阅读频率、其他人和儿童的阅读频率、去图书馆频率
	Niklas和 Schneider (2013)	德国	自编问卷	问卷	人类发展生态学理论	订阅报纸、总藏书量、儿童藏书量、有图书馆卡、父母阅读频率、儿童开始阅读的年龄、儿童自主阅读频率、亲子阅读频率、去图书馆频率、父母看电视时长、儿童看电视时长
	Krijnen等 (2020)	荷兰	修正“家庭读写模型”	问卷	互动理论	口头语言接触活动(如亲子阅读、请儿童讲故事)、口头语言教学活动(如教单词、请儿童重复新单词)、代码技能接触活动(如字母游戏、韵律诗)、代码技能教学活动(如认读字母表、写名字)

关键方面	具体指标
读写资源	藏书量、学习材料(书籍、游戏材料、磁带)、图书馆卡
动机氛围	父母读写频率、父母读写时长、父母读写兴趣
动机氛围	父母读写信念
读写活动	与阅读相关的其他指标	儿童开始阅读的年龄
		儿童阅读兴趣
		自主阅读频率
		儿童请求阅读的频率
		亲子阅读时长
	非正式读写活动	亲子阅读频率
		其他学习活动(如唱歌、绘画、游戏)
		看电视频次(教育类或非教育类节目)
		外出活动频次(以去图书馆为典型代表)
	正式读写活动	教字母、拼读、单词、认字、写字的频率

关键方面	具体指标
读写资源	藏书量、学习材料(书籍、游戏材料、磁带)、图书馆卡
动机氛围	父母读写频率、父母读写时长、父母读写兴趣
动机氛围	父母读写信念
读写活动	与阅读相关的其他指标	儿童开始阅读的年龄
		儿童阅读兴趣
		自主阅读频率
		儿童请求阅读的频率
		亲子阅读时长
	非正式读写活动	亲子阅读频率
		其他学习活动(如唱歌、绘画、游戏)
		看电视频次(教育类或非教育类节目)
		外出活动频次(以去图书馆为典型代表)
	正式读写活动	教字母、拼读、单词、认字、写字的频率

论文信息^a	发表年份/数据收集年份	样本量	年龄	国家	文化^b		相关系数	文献质量	HLE测量方法^c	亲子阅读频率测量方法^d
Payne	1994	236	4.4	美国	1		HLE (0.42)、父母阅读时长(0.09)^、父母读写兴趣(0.00)^、藏书量(0.30)、儿童请求阅读频率(0.21)、儿童自主阅读频率(0.04)^、儿童开始阅读的年龄(-0.23)、亲子阅读频率(0.23)、亲子阅读时长(0.08)^、去图书馆频率(0.25)	5	1	1
Whitehurst	1994	73	3.4	美国		1	藏书量(0.11)、儿童阅读兴趣(0.28)	5
Sénéchal	1995	32	4	加拿大		1	亲子阅读频率(0.39)	6		1
Sénéchal	1995	48	4.8	加拿大		1	亲子阅读频率(0.40)	6		1
Sénéchal	1996	117	4.3	加拿大		1	藏书量(0.34)、父母读写频率(0.41)、儿童阅读兴趣(0.28)、儿童请求阅读频率(0.34)、儿童开始阅读的年龄(-0.07)、亲子阅读频率(0.40、0.24)、去图书馆频率(0.37)	5		1/2
Sénéchal	1996	47	4	加拿大		1	藏书量(0.37)、父母读写频率(0.43)、儿童请求阅读频率(0.19)、儿童开始阅读的年龄(-0.39)、亲子阅读频率(0.41、0.10)、去图书馆频率(0.37)	5		1/2
Griffin	1997	295	5.4	美国		1	HLE (0.63)	7	1
Lee	1997	119	2.5	韩国		2	藏书量(0.38)、父母读写频率(0.23)、儿童开始阅读的年龄(-0.37)、亲子阅读时长(-0.08)*、正式读写活动(0.40)、	5
Sénéchal	1998	110	5	加拿大		1	亲子阅读频率(0.48)、正式读写活动(0.34)	7		2
Sénéchal	1998	58	6.4	加拿大		1	亲子阅读频率(0.41)、正式读写活动(0.17)	7		2
Dickinson	1998/1993	47	4.4	美国		1	HLE (0.38)	6	1
Christian	1998	317	5.4	美国		1	HLE (0.62)	6	1
Frijters	2000	95	5.6	加拿大		1	HLE (0.46)、藏书量(0.43)、儿童开始阅读的年龄(0.37)、亲子阅读频率(0.39、0.24)、去图书馆频率(0.19)	8	1	1/2
Evans	2000	67	6	加拿大		1	亲子阅读频率(0.21)、正式读写(0.04)	7		2
Roth	2002	66	5.4	美国		1	HLE (0.33)	3	1
Sénéchal	2002	93	4.4	加拿大		1	父母读写频率(0.20)、亲子阅读频率(0.38)、正式读写活动(0.15)	8		2
Chamberlai-n, 硕	2003/2001	316	3.9	美国		1	藏书量(0.13)、父母读写频率(0.15)、儿童开始阅读的年龄(-0.05)	3
McTaggart, 博	2004	65	5.3	加拿大		1	儿童阅读兴趣(-0.03)、亲子阅读频率(0.53)、正式读写活动(0.13)	4		2
Daniels, 博	2004	51	4.8	美国		1	HLE (0.26)、儿童阅读兴趣(0.06)	4	2
Roberts	2005/1995	59	3	美国		1	HLE (0.50)、儿童阅读兴趣(0.00)、亲子阅读频率(0.1)	3	2	1
Roberts	2005/1995	61	5	美国		1	HLE (0.46)、儿童阅读兴趣(0.24)、亲子阅读频率(0.21)	3	2	1
Foster	2005	325	4.8	美国		1	亲子阅读频率(0.12)、其他学习活动(唱歌、游戏、手工) (-0.01)^*、外出活动(0.02)	8		1
论文信息^a	发表年份/数据收集年份	样本量	年龄	国家	文化^b		相关系数	文献质量	HLE测量方法^c	亲子阅读频率测量方法^d
Farver	2006	122	3.6	美国	1		父母读写频率(0.26)、读写活动(0.25)、儿童阅读兴趣(0.38)、儿童开始阅读的年龄(0.03)、亲子阅读频率(0.24)	9		2
Sénéchal	2006	90	6	加拿大	1		亲子阅读频率(0.20)、正式读写频率(0.13)	5		1
Kelman, 博	2006	91	4.4	美国	1		去图书馆频率(0.23)	5
Deckner	2006	53	2.5	美国	1		儿童阅读兴趣(0.09)	3	1
Bonnett, 博	2007	245	4	美国	1		藏书量(0.33)、儿童请求阅读频率(0.16)、正式读写活动(0.06)	3
Wu, 博	2007	82	3.4	中国	2		HLE (0.28)	5	2
赵瑾东	2008	113	4.3	中国	2		亲子阅读频率(0.37、0.20)	4		1/2
Rodriguez, 博	2008/1999	1851	5.3	美国	1		HLE (0.35)	6	2
Stephenson	2008	61	5.4	加拿大	1		藏书量(-0.01)、父母读写信念(0.34、0.38、0.31)、亲子阅读频率(0.18)、正式读写活动(0.19)	7		1
Bracken	2008	233	4.3	美国	1		父母读写兴趣(0.19)^*、儿童阅读兴趣(0.23)	7
Hindman, 博	2008/2002	816	4.4	美国	1		亲子阅读频率(0.58)	6		1
See, 博	2008/1997	2513	4.1	美国	1		亲子阅读频率(0.19)、去图书馆频率(0.12)、正式读写活动(0.07)	6		1
Rodriguez	2009/1996	1046	3	美国	1		藏书量(0.26)、读写活动(0.14)	8
Manolitsis	2009	77	5.5	加拿大	1		藏书量(0.00)、父母读写信念(0.32)、亲子阅读频率(0.17)、正式读写活动(0.17)	9		1
Manolitsis	2009	95	5.5	希腊	1		藏书量(0.35)、父母读写信念(0.22)、亲子阅读频率(0.35)、正式读写活动(0.00)	9		1
Hubbs-Tait	2009	122	4.1	美国	1		藏书量(0.32)、去图书馆频率(0.27)	6
Chazan- Cohen	2009/2002	1273	5	美国	1		HLE (0.25)	6	2
陈晓	2010	96	6.4	中国	2		亲子阅读频率(0.39)、正式读写活动(0.15)	5		2
陈晓	2010	63	7.4	中国	2		亲子阅读频率(0.10)、正式读写活动(0.17)	5		2
Buhs	2011/2007	219	3.5	美国	1		藏书量(0.37)、读写活动(0.19)	9
Manolitsis	2011	70	5.5	希腊	1		正式读写活动(-0.05)	6
Davidse	2011	228	4.4	荷兰	1		父母读写频率(0.16)、亲子阅读频率(0.06)	4		1
Suggate	2011	82	7.2	德国	1		HLE (0.23)	3	1
Ladd	2011	70	5.8	加拿大	1		父母读写频率(0.50)、亲子阅读频率(0.46)	5		2
Baroody	2012	81	4.6	美国	1		父母读写频率(0.01)	8
Fielding- barnsley	2012	141	7	澳大利亚	1		藏书量(0.47)、儿童请求阅读频率(0.40)、儿童自主阅读频率(0.17)*、儿童开始阅读的年龄(0.33)、亲子阅读频率(0.43)	6		1
Aram	2012	78	4.4	以色列	1		亲子阅读频率(0.18)、读写活动(0.19)	2		1
Bulotsky- Shearer	2012	1770	4.1	美国	1		外出活动(0.04)	8
林珮伃	2012	309	6.7	中国台湾	2		HLE (0.10)	9	1
论文信息^a	发表年份/数据收集年份	样本量	年龄	国家	文化^b		相关系数	文献质量	HLE测量方法^c	亲子阅读频率测量方法^d
Sparks	2013/2003	60	4.8	美国		1	亲子阅读频率(-0.04)、儿童请求阅读频率(0.15)、正式读写活动(-0.07)	5		1
Korat	2013	109	5.4	以色列		1	HLE (0.18)	7	1	1
Crystal, 博	2013	146	4	美国		1	儿童阅读兴趣(0.00)、去图书馆频率(0.13)、正式读写(0.02)	4
Aram	2013	88	5.6	以色列		1	亲子阅读频率(0.03)	3		1
Froiland	2013	551	4	美国		1	藏书量(0.24)、亲子阅读频率(0.14)	5		1
Lehrl, 书	2013	343	8.2	德国		1	正式读写活动(-0.04)	4
Torppa	2013/2007	1006	6.2	芬兰		1	亲子阅读频率(0.15)、正式读写(-0.05)	5		1
Sénéchal	2014	110	5	加拿大		1	父母读写频率(0.20)、亲子阅读频率(0.31)、正式读写(0.08)	9		2
		96	6				父母读写频率(0.13)、亲子阅读频率(0.40)、正式读写(0.11)			2
		84	7				父母读写频率(0.13)、亲子阅读频率(0.09)、正式读写(-0.13)			2
Skwarchuk	2014	121	6	加拿大		1	亲子阅读频率(0.33)、正式读写(0.12)	10		2
Mol	2014	60	5.5	美国		1	藏书量(4.5)	8
Iruka	2014	4450	4.4	美国		1	藏书量(0.05)、外出活动(0.14)	7
		1750					藏书量(0.13)、外出活动(-0.01)
		2200					藏书量(0.20)、外出活动(0.09)
		1250					藏书量(0.24)、外出活动(0.09)
Meng	2015/2003	2611	4	美国		1	HLE (0.10)	7	1
Wang, 博	2015	103	4.4	中国		2	HLE (0.26)	8	2
Willard	2015	119	6	德国		1	HLE (0.19)	8	2
Willard	2015	121	10	德国		1	HLE (0.09)	8	2
晏盈盈, 硕	2015	131	3.4	中国		2	藏书量(0.23)、亲子阅读频率(0.28)、亲子阅读时长(0.16)*	3		1
Williams	2015/2004	3031	4.5	澳大利亚		1	亲子阅读频率(0.22)	6		1
Bingham	2017	181	4.2	美国		1	正式读写活动(-0.22)	7		1
王娟	2017	154	5.3	中国		2	HLE (0.36)	6	1
Gonzalez	2017	252	4.6	美国		1	HLE (0.11)、藏书量(0.23)、父母读写信念(0.13)、亲子阅读频率(0.19)	9	1	1
Chansa- Kabali	2017	72	7	赞比亚		3	藏书量(0.23)、正式读写活动(0.28)	9		1
Iruka	2018	800	3	美国		1	HLE (0.22)、亲子阅读频率(0.08)	4	2	1
Zhang	2018	147	6	中国		2	藏书量(0.24)、亲子阅读频率(0.24、0.19)	10		1/2
Bojczyk	2018	112	4.6	美国		1	HLE (0.27)、读写活动(0.38)	9	1
Inoue	2018	214	5.5	美国		1	藏书量(0.19)、亲子阅读频率(0.31)、正式读写(0.15)	7		1
论文信息^a	发表年份/数据收集年份	样本量	年龄	国家	文化^b		相关系数	文献质量	HLE测量方法^c	亲子阅读频率测量方法^d
Shahaeian	2018	4768	4.4	澳大利亚		1	藏书量(0.32)、亲子阅读频率(0.32)	5		1
Lohndorf	2018	77	3.4	智利		1	HLE (0.28)	5	1
Hayes	2018	3836	6.8	澳大利亚		1	亲子阅读频率(0.10)	6		1
Schmerse	2018/2013	1331	2.5	德国		1	HLE (0.35)	5	2
Kluczniok	2019	2406	4	德国		1	外出活动(0.21)	7
Ren	2019	656	5	中国		2	正式读写(0.05)	8
Schlesinger	2019	68	3.3	美国		1	亲子阅读频率(0.23)	5		1
Burris	2019	256	4	美国		1	藏书量(0.22)、父母阅读频率(-0.09)、儿童开始阅读的年龄(0.00)、亲子阅读频率(0.07)、去图书馆频率(0.03)	5		2
Lambrecht	2019/2011	2996	5	德国		1	藏书量(0.23)	4		1
Bojczyk	2019	98	3	美国		1	HLE (0.33)、读写活动(0.01)	7	1
Bojczyk	2019	100	6	美国		1	HLE (0.12)、读写活动(-0.04)	7	1
Korucu	2020/2002	3273	3	美国		1	HLE (0.32)	5	2
Korucu	2020/2004	2021	5	美国		1	HLE (0.34)	5	2
Xiao	2020	105	5	中国		2	正式读写活动(0.17)	7		1
Silinskas	2020/2007	1839	7	芬兰		1	亲子阅读频率(0.19)、正式读写活动(0.04)	5		1
Krijnen	2020	214	4.6	荷兰		1	亲子阅读频率(0.25)	7		1
Ren	2021/2015	588	5.1	中国		2	正式读写活动(0.06)	10