Skibbe Lori, Grimm Kevin, Bowles Ryan, Morrison Frederick
Michigan State University.
Sci Stud Read. 2012 Jan 1;16(2):141-165. doi: 10.1080/10888438.2010.543446.
Differences in literacy growth over the summer versus the school year were examined in order to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to four years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period.
研究了暑假期间与学年期间识字能力增长的差异，以便确定从学前班到二年级，学校教育如何通过四种识字技能影响儿童的识字能力发展。对儿童（n = 383）每年进行两次单独测试，持续四年，测试内容包括语音意识、解码、阅读理解和词汇量。增长曲线分析表明，学校教育对解码技能和阅读理解的影响最大，对语音意识的影响中等，对词汇量的影响则不太明显。除词汇量外，学龄前儿童的增长相对较少，随后幼儿园儿童和一年级学生经历了快速增长期，二年级学生的增长再次放缓。研究结果表明，在关键的学校过渡阶段，学校教育对四种不同的识字技能有不同的影响。
