The Ohio State University, Children’s Learning Research Collaborative, Columbus, OH 43207, USA.
Child Dev. 2012 May-Jun;83(3):810-20. doi: 10.1111/j.1467-8624.2012.01754.x. Epub 2012 Apr 17.
Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book readings 2 or 4 times per week during which their teachers verbally and nonverbally referenced print. Children in comparison classrooms experienced their teachers' typical book reading style. Longitudinal results (n = 356, 366) showed that use of print references had significant impacts on children's early literacy skills (reading, spelling, comprehension) for 2 years following the RCT's conclusion. Results indicate a causal relation between early print knowledge and later literacy skills and have important implications concerning the primary prevention of reading difficulties.
报告了一项随机对照试验（RCT）的纵向结果，该试验评估了在阅读过程中增加学龄前儿童对印刷品注意力的影响。85 个教室中的 4 岁儿童（N=550）经历了由他们的教师实施的 30 周的共享阅读计划。实验教室中的儿童每周进行 2 或 4 次共享书籍阅读，在此期间，他们的教师口头和非口头地提及印刷品。比较教室中的儿童则经历了教师的典型阅读风格。纵向结果（n=356，366）表明，在 RCT 结束后的 2 年内，使用印刷参考对儿童的早期读写技能（阅读、拼写、理解）有显著影响。结果表明，早期的印刷知识与后期的读写技能之间存在因果关系，这对于阅读困难的初级预防具有重要意义。
