Scarborough H S, Dobrich W, Hager M
Department of Psychology, Brooklyn College-CUNY 11210.
J Learn Disabil. 1991 Oct;24(8):508-11. doi: 10.1177/002221949102400811.
During their children's preschool years, parents were asked about the frequencies of adult reading, parent-child reading, and children's solitary book activities in the home. Parental responses were compared for three groups of children defined according to the parents' reading skills and the children's reading achievement in Grade 2. The results indicated that the 22 preschoolers who became poorer readers had less frequent early literacy-related experiences than the 34 children who became better readers.
在孩子的学前阶段，研究人员询问了家长家中成人阅读、亲子阅读以及孩子独自看书活动的频率。根据家长的阅读技能和孩子二年级时的阅读成绩，将孩子分为三组，并比较了家长的回答。结果表明，与34名阅读能力提高的孩子相比，22名阅读能力变差的学龄前儿童早期与读写能力相关的经历较少。
