寄养儿童的阅读前缺陷。
Prereading Deficits in Children in Foster Care.
作者信息
Pears Katherine C, Heywood Cynthia V, Kim Hyoun K, Fisher Philip A
机构信息
Oregon Social Learning Center.
出版信息
School Psych Rev. 2011 Mar 1;40(1):140-148.
Reading skills are core competencies in children's readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten performance of 63 children in foster care were examined just prior to and during the fall of kindergarten. The children exhibited prereading deficits with average prereading scores that fell at the 30(th) to 40(th) percentile. Variations in prereading skills (particularly phonological awareness) predicted kindergarten teacher ratings of early literacy skills in a multivariate path analysis. These findings highlight the need for interventions focused on prereading skills for children in foster care.
阅读技能是儿童学习准备状态的核心能力，对于寄养儿童可能尤为重要，因为他们面临学业困难和特殊教育安置率较高的风险。在本研究中，对63名寄养儿童在幼儿园秋季学期开始前和期间的阅读前技能（语音意识、字母知识和口语能力）及幼儿园表现进行了考察。这些儿童表现出阅读前技能缺陷，平均阅读前分数处于第30至40百分位。在多变量路径分析中，阅读前技能的差异（尤其是语音意识）预测了幼儿园教师对早期读写技能的评分。这些发现凸显了针对寄养儿童阅读前技能进行干预的必要性。
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