Gardner-Neblett Nicole, Iruka Iheoma U
FPG Child Development Institute, The University of North Carolina at Chapel Hill.
Buffett Early Childhood Institute, University of Nebraska.
Dev Psychol. 2015 Jul;51(7):889-904. doi: 10.1037/a0039274. Epub 2015 May 4.
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed.
尽管已发现儿童早期语言技能可预测读写能力的结果，但对于学前儿童口头叙事技能在语言与早期读写能力之间的路径中所起的作用，或者这些关联如何因种族/族裔和社会经济地位而有所不同，人们了解甚少。本研究利用儿童早期纵向研究，针对全国具有代表性的儿童样本，探讨2岁时的语言能力如何与4岁时的叙事技能以及5岁时的早期读写能力结果相关联。研究结果表明，对于大多数儿童而言，早期语言能力与叙事技能相关。研究发现，口头叙事技能在贫困和非贫困非裔美国儿童的早期语言能力与幼儿园早期读写能力之间起到了中介作用。文中还讨论了这些结果对儿童读写能力发展的启示以及未来的研究方向。
