美国儿童在家里的日常阅读下降至41%,损害了早期识字能力,扩大了机会差距。 U.S. children's daily reading at home has dropped to 41%, harming early literacy and widening opportunity gaps.

2025年哈珀-科林斯(Harper Collins)的一项调查显示,0至4岁的美国儿童只有41%每天或几乎每天阅读,低于2012年的56%,许多家长以早期学习的负面经验作为测试和技能操练的参考。 A 2025 HarperCollins survey reveals only 41% of U.S. children aged zero to four are read to daily or nearly every day, down from 56% in 2012, with many parents citing negative early school experiences tied to testing and skill drills. 专家将衰落与一代人“没有留下的孩子”所塑造的一代人联系起来,在一代人中,阅读与压力而不是喜悦联系在一起,导致父母低估了共同阅读价值。 Experts link the decline to a generation shaped by No Child Left Behind, where reading became associated with stress rather than joy, leading parents to undervalue shared reading. 这一下降导致机会差距日益加大,因为在家里没有定期阅读的儿童进入幼儿园时,语言技能较弱(有些人只懂几封信),而每天阅读的儿童在5岁前又多读了近30万字。 This drop contributes to a growing opportunity gap, as children without regular reading at home enter kindergarten with fewer language skills—some knowing only a few letters—while daily reading exposes a child to nearly 300,000 more words by age five. 许多家长高估自己的习惯, 数字工具也没有取代当面阅读。 Despite awareness of benefits, many parents overestimate their habits, and digital tools haven’t replaced in-person reading. 这一趋势威胁到长期的识字率、信心和学校成功率,特别是对得不到充分服务的儿童而言。 The trend threatens long-term literacy, confidence, and school success, especially for underserved children.