作者：
Cheng Qiujuan 程秋涓

中文题目：
共享阅读对双语儿童的双语学习与社会情感技能的影响

英文题目：
Shared Book Reading and Bilingual Children's Dual Language Learning and Socio-Emotional Skills

简介：
Amid Singapore’s societal shift toward English, Chinese-speaking families face a dilemma in allocating shared reading time between English and Chinese. This study examined bilingual shared reading practices among 39 Singaporean Chinese families with children aged 5–6 years and their associations with children’s dual language abilities and socio-emotional behaviors. Parents completed questionnaires assessing reading practices, interaction styles, children’s language abilities, and socio-emotional behaviors (ASBI). Families reported an English-dominant reading pattern (75.1% English vs. 26.9% Chinese), although 92.3% valued Chinese exposure highly. Nearly half (48.7%) showed a gap exceeding 20 percentage points between ideal and actual Chinese reading time. Regression analyses revealed that Chinese weekly reading time significantly predicted children’s Chinese ability (β = .338, p = .033), but no English reading variables predicted English ability. Children’s Chinese ability was the strongest predictor of prosocial behavior (β = .470, p = .001), followed by reading orientation (β = .385, p = .004), explaining 44.6% of the variance. No variables predicted disruptive behavior. Findings suggest that shared reading may play a uniquely protective role in Chinese language development under extreme input asymmetry. Moreover, children’s Chinese ability and parent–child interaction quality during reading are independently associated with prosocial functioning, pointing to distinct pathways through which shared reading supports bilingual children’s holistic development.

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