摘要
通过问卷调查和测验方法探讨了家庭文化背景与儿童阅读发展的关系。回归模型表明家庭文化背景对一、四年级儿童的阅读成就都有显著影响。路径分析进一步表明:仅父母与孩子间的文化活动对一年级儿童的阅读成就有直接影响,而家庭文化背景的四个方面相对独立地对四年级儿童的阅读发展产生影响。
The relation between home literacy environment and children' s reading development was examined on the basis of questionnaires and reading tests. A regression model showed that home literacy environment contributed significantly to the reading proficiency of first and fourth grade students. The results of path analysis further demonstrated that parent-child literacy-related activities contributed directly to first-graderreading performance. However, the four aspects of the home-literacy environment contributed independently to fourth-grader reading proficiency.
出处
《心理科学》
CSSCI
CSCD
北大核心
2002年第2期136-139,共4页
Journal of Psychological Science
