Carleton University.
Child Dev. 2014 Jul-Aug;85(4):1552-68. doi: 10.1111/cdev.12222. Epub 2014 Jan 27.
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (Mage : T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle-class parents.
一百一十名在法语环境中接受教育的英语母语儿童从幼儿园一直被跟踪到二年级（平均年龄：T1=5 岁 6 个月；T2=6 岁 4 个月；T3=6 岁 11 个月；T4=7 岁 11 个月）。研究结果有力地支持了家庭读写模式（Sénéchal & LeFevre, ），因为在这个样本中，母语与教学语言无关。家庭非正式读写环境可以预测儿童从幼儿园到一年级的英语接受性词汇量的增长，而幼儿园正式读写环境的家长报告则可以预测儿童在幼儿园到一年级之间的英语早期读写能力的增长以及一年级时的英语单词阅读能力的增长。此外，76%的家长根据孩子的阅读表现调整了他们的正式读写实践，这支持了中产阶级家长具有响应式家庭读写课程的存在。
