Supporting data for "Improving Rural Boarding Preschoolers’ Language Development through Two After-school Reading Interventions"

One hundred and four rural boarding preschoolers were randomly assigned to a DR group, a pseudo-contingent book-reading group or a business-as-usual group for eight weeks. Children’s primary caregivers completed the demographic information questionnaires (including children's gender, birth date, maternal and paternal education, maternal and paternal occupation and family monthly income), and children completed a measure of nonverbal IQ at the pretest. Before and after the interventions, children took measures of language (i.e., general and book-specific expressive vocabulary and general receptive vocabulary) and Chinese reading (both general and book-specific).本研究招募104名乡村寄宿学龄前儿童，将其随机分配至DR组（DR group）、伪相依绘本阅读组（pseudo-contingent book-reading group）以及常规干预组（business-as-usual group），干预周期为8周。儿童的主要照料者填写人口统计学信息问卷，内容涵盖儿童性别、出生日期、父母受教育程度、父母职业及家庭月收入；儿童在实验前测阶段完成非言语智商（nonverbal IQ）测评。在干预实施前后，儿童分别接受语言能力与中文阅读能力的相关测评，其中语言能力测评包括通用表达词汇、绘本特定表达词汇及通用接受词汇，中文阅读能力测评涵盖通用阅读与绘本特定阅读两个维度。