Reading for Children in Rural China: Misconceptions on Effective Reading Practices by Rural Chinese Caregivers

Based on a BSID (Bayley Scales of Infant Development) test conducted in rural China showing that 54% of tested children indicated some degree of language impairment, we began to look at why so many children in rural China are... [ view full abstract ]

Based on a BSID (Bayley Scales of Infant Development) test conducted in rural China showing that 54% of tested children indicated some degree of language impairment, we began to look at why so many children in rural China are suffering from cognitive delays. After looking at studies determining that caregivers effectively reading to their children have positive impacts on child cognitive development, we questioned if there was a connection between effective reading practices and delays in cognitive development of these children. We aimed to investigate what barriers are stopping rural Chinese caregivers from effectively reading to their children.

We conducted interviews with 60 households in six villages of the southeastern Shaanxi Province in order to understand caregivers’ socioeconomic status, aspirations for their children, day-to-day schedule, and attitudes toward reading with their children. We found that although caregivers in rural China do have funds to buy books, desires for their children to succeed, and time to read, the lack of knowledge on effective reading practices is the primary barrier preventing them from effectively reading to their children. Our study found that there is a lack of reliable information available in Chinese rural areas on effective reading practices; this has lead to misconceptions such as children being unable to understand when being read to, and that the focus of reading should be to learn nouns instead of understanding a story. This lack of knowledge issue has also created the notion by rural Chinese caregivers that reading is not a priority for children.