学校早期读写训练对儿童读写成绩的影响

The Effect of School Early Literacy on Children's Literacy Achievement

利用儿童家庭—学校早期语言与识字能力系列测验对每个目标儿童语言与识字能力发展进行了评定,并解释了这些测量结果与儿童学校早期语言与识字测量指标之间的关系。结果表明:(1)儿童丰富的同伴关系与词汇量、应变识字能力、下定义能力和理解力有关;(2)教师语言的丰富性有助于儿童语言与识字能力发展;(3)识字课程变量与三岁儿童的应变识字成绩和四岁儿童词汇量和故事理解有关;(4)影响儿童语言与识字能力的因素不是单一的,而是一个因素群。

Each children's language and literacy development were assessed by a series of tests for the school-home early language and literacy, and reveal the correlations between the results of these tests and the school predictors already presented. Results show: (1) Children's peer interactions related to vocabulary, story comprehension, early print-related skills and the definitions task.(2) Rich adult language contribution to children's language and literacy development. (3) The literacy curriculum variable related to the emergent literacy result at age three and to vocabulary and story comprehension at age four. (4) The varied components of literacy that we examined appear to be emerging in a package.