Abstract:

This study investigated the home literacy environment, word reading, and reading motivation of 18,420 children across grades 1~6, aiming to explore their current status and the relationship. The results showed that: 1) the frequency of parent-child reading activities decreased and home literacy resources increased as the grade level increased, while the urban home literacy environment was significantly better than that in the county; 2) children’s word reading and reading motivation increased significantly during elementary school, and the difference in word reading between urban and county students disappeared in grade 6, but the difference in reading motivation persisted; 3) the home literacy environment was correlated with both word reading and reading motivation, with a stronger association observed for reading motivation. This relationship remained stable across urban and rural settings. These findings contribute to a deeper understanding of home literacy environments and their role in reading development among Chinese children, providing recommendations for family education to promote children’s reading growth.

Key words: home literacy environment, word reading, reading motivation

摘要：

本研究调查了18420名一至六年级小学生的家庭读写环境、识字量和阅读动机，以探究其现状及关系，结果发现：(1)随着年级升高，亲子阅读活动频率下降，家庭读写资源增多，且市区家庭读写环境显著好于县城；(2)儿童识字量和阅读动机在小学阶段显著提升，市区与县城小学生的识字量差异在六年级消失，但阅读动机差异一直存在；(3)家庭读写环境与识字量和阅读动机均相关，且与阅读动机的关系更为紧密，这一关系在市区与县城均稳定存在。研究结果有利于进一步了解中国儿童家庭读写环境及其与阅读发展的关系，为家庭教育提供建议，从而促进儿童的阅读发展。

关键词: 家庭读写环境, 识字量, 阅读动机