Robins Sarah, Treiman Rebecca, Rosales Nicole
University of Texas at El Paso.
Washington University in St. Louis.
Read Writ. 2014 Mar 1;27(3):407-429. doi: 10.1007/s11145-013-9450-7.
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children's speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children's books influenced parent utterances throughout the age range studied, but children's utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters' sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment.
学习字母是早期读写能力的一个重要组成部分。我们探讨了父母的言语是否能提供有关字母的信息，以及儿童的言语是否能反映他们自身的字母知识。通过研究儿童语言数据交换系统（CHILDES，MacWhinney，2000）中记录的1至5岁父母与孩子之间的对话，我们发现字母顺序影响了单个字母和字母序列的使用。在整个研究的年龄范围内，儿童书籍中字母的频率影响了父母的话语，但对儿童话语的影响则是在两岁之后。对话强调了字母的一些与读写能力相关的特征，比如它们的形状以及与单词的关联，但没有涉及字母的发音。描述这些模式以及它们在学前阶段如何变化，能为家庭读写环境提供重要的见解。
