Levy Betty Ann, Gong Zhiyu, Hessels Sandra, Evans Mary Ann, Jared Debra
Department of Psychology, McMaster University, Hamilton, Ont., Canada L8S 4K1.
J Exp Child Psychol. 2006 Jan;93(1):63-93. doi: 10.1016/j.jecp.2005.07.003. Epub 2005 Sep 2.
This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their understanding of what constitutes "readable" print. The parents of participants completed a questionnaire regarding their children's home literacy experiences. The data showed systematic development in children's understanding of print conventions and English orthography and spelling. Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness. Furthermore, parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills, including understanding of the conventions of the English writing system. Little relation between print knowledge and the frequency of storybook reading by adults was observed.
本研究探讨了儿童对印刷品视觉和正字法方面的早期理解的发展情况，以及这与早期阅读习得之间的关系。共有474名年龄在48至83个月之间的儿童完成了语音意识和早期阅读技能的标准化测试。他们还完成了一些实验任务，以考察他们对构成“可读”印刷品的理解。参与者的父母填写了一份关于孩子家庭读写经历的问卷。数据显示，儿童在对印刷规范以及英语正字法和拼写的理解上呈现出系统性发展。回归分析表明，即使在考虑了年龄和语音意识造成的差异之后，印刷知识仍与早期阅读技能相关。此外，父母对孩子参与阅读和写作练习活动程度的评分，最能持续预测新兴读写技能的发展，包括对英语书写系统规范的理解。研究发现印刷知识与成人给孩子读故事书的频率之间几乎没有关系。
