Pellegrini A D, Perlmutter J C, Galda L, Brody G H
Institute for Behavioral Research, University of Georgia, Athens 30602.
Child Dev. 1990 Apr;61(2):443-53.
This study examined the behaviors of black Head Start children and their mothers around a series of experimental joint reading contexts in their homes. There were 2 specific objectives: (1) to examine the effects of text genre (narrative and expository) and text format (familiar and traditional) on mothers' teaching strategies while interacting with their children around reading tasks, and (2) to examine the effectiveness of mothers' teaching strategies in eliciting children's participation in the joint reading tasks. 13 mother-child dyads were videotaped in their homes while interacting around a series of texts in each genre and format. Results indicated that genre, not format, affected mothers' teaching strategies. Further, mothers adjusted their level of teaching to children's level of task competence. Results are discussed in terms of Vygotsky's notion of the zone of proximal development.
本研究考察了参加“启智计划”的黑人儿童及其母亲在一系列家庭实验性亲子共读情境中的行为。研究有两个具体目标：（1）研究文本体裁（叙事性和说明性）和文本形式（熟悉的和传统的）对母亲在围绕阅读任务与孩子互动时教学策略的影响；（2）考察母亲的教学策略在促使孩子参与亲子共读任务方面的有效性。13对母婴在家中围绕每种体裁和形式的一系列文本进行互动时被录像。结果表明，体裁而非形式影响母亲的教学策略。此外，母亲会根据孩子的任务能力水平调整教学水平。研究结果将根据维果茨基的最近发展区概念进行讨论。
