Storch Stacey A, Whitehurst Grover J
Department of Psychology, State University of New York at Stony Brook, 11794-2500, USA.
Dev Psychol. 2002 Nov;38(6):934-47.
This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade. Code-related precursors, including print concepts and phonological awareness, and oral language were assessed in preschool and kindergarten. Reading accuracy and reading comprehension skills were examined in 1st through 4th grades. Results demonstrated that (a) the relationship between code-related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code-related and oral language abilities; (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten; and (d) in later elementary school, reading accuracy and reading comprehension appear to be 2 separate abilities that are influenced by different sets of skills.
本研究在一项对626名从幼儿园到四年级儿童的纵向研究中，考察了与阅读相关的代码和口语语言的前期因素。在幼儿园和学前班评估了与代码相关的前期因素，包括印刷概念和语音意识，以及口语语言。在一年级到四年级考察了阅读准确性和阅读理解技能。结果表明：(a) 在学前班期间，与代码相关的前期因素和口语语言之间的关系很强；(b) 与代码相关的能力和口语语言能力随着时间的推移都有高度的连续性；(c) 在小学早期，阅读能力主要由儿童从幼儿园带来的印刷知识和语音意识水平决定；(d) 在小学后期，阅读准确性和阅读理解似乎是两种受不同技能集影响的独立能力。
