Children who are read to daily are likely to do better when they start
school and be better behaved， according to a government study.

    一項(xiàng)政府研究表明，家長(zhǎng)每天給孩子讀書(shū)、講故事，可以讓孩子入學(xué)后學(xué)習(xí)
更好、表現(xiàn)更好。

    Researchers at the Institute of Education found a correlation between
mothers who believe it is important to teach their toddler the alphabet
and to count and read to them regularly and the child's achievement at
the age of five.

    教育學(xué)院的研究人員發(fā)現(xiàn)，母親是否認(rèn)同在孩子小的時(shí)候定期教他們識(shí)字、
數(shù)數(shù)和講故事的重要性，這與孩子們五歲之后的優(yōu)劣表現(xiàn)有著直接的聯(lián)系。

    The government-commissioned study looked at teachers' assessment of
a child's achievement after one year at school， and evaluated the cognitive
abilities of just over 8，000 five-year-olds.

    這項(xiàng)由政府委托的研究收集了老師對(duì)孩子入學(xué)一年后的表現(xiàn)評(píng)價(jià)，并對(duì)8 ，
000 多名剛滿(mǎn)五周歲兒童的認(rèn)知能力進(jìn)行了測(cè)評(píng)。

    They also assessed each child's behaviour using a questionnaire.

    研究人員還采用問(wèn)卷調(diào)查的形式對(duì)孩子們的行為能力進(jìn)行了評(píng)估。

    The study focused on which factors are associated with achievement
at the age of five， and took into account parental variables such as
how much time is spent with the child reading ， teaching the alphabet
and counting.

    考慮到了家長(zhǎng)花費(fèi)在講故事、教識(shí)字和數(shù)數(shù)上面的時(shí)間有所不同，這項(xiàng)研究
致力于找出和五歲兒童的認(rèn)知能力相關(guān)聯(lián)的因素。

    It concluded： "Reading to the child every day and having a mother
who thinks it is important to stimulate young children are positively
associated with all cognitive outcomes and negatively with problem behaviour."

    研究結(jié)果顯示：家長(zhǎng)每天給孩子講故事，媽媽們認(rèn)識(shí)到早教的重要性，這些
都有助于孩子認(rèn)知能力的提高，并降低行為出現(xiàn)問(wèn)題的風(fēng)險(xiǎn)。

    Children who were read to daily did better in the naming vocabulary
cognitive test， which involved the children being shown a picture and
asked to identify the object.

    那些每天都有家長(zhǎng)給講故事的孩子們諸如看圖識(shí)物等認(rèn)知能力的測(cè)驗(yàn)中表現(xiàn)
更佳。

    Whereas ， children who watch three or more hours of TV a day ， on
average ， achieved lower scores on the tests.

    反之，每天花三、四個(gè)小時(shí)看電視的孩子們，在各種測(cè)試中的成績(jī)都相對(duì)偏
低。

    The findings echo the results of research by the universitie of Columbia，
in the US ， that found poor parenting meant children were ill-prepared
for school.

    這個(gè)結(jié)論和美國(guó)哥倫比亞大學(xué)的研究結(jié)果相吻合，后者認(rèn)為缺乏家庭教育對(duì)
于孩子入學(xué)有所不利。