Hammer Carol Scheffner, Miccio Adele W
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pa.
Top Lang Disord. 2006 Oct-Dec;26(4):322-337. doi: 10.1097/00011363-200610000-00005.
Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely-phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.
学习阅读是一个复杂的过程，许多因素会影响孩子在初始阅读阶段的成功。当孩子的母语与学校所使用的语言不同，以及孩子来自经济资源有限的家庭时，这种复杂性就会增加。本文讨论了已被证明有助于孩子在早期阅读中取得成功的因素，即语音意识、字母-单词识别、口语和家庭读写环境。初步证据表明，来自低收入背景的双语儿童在语音意识和字母识别任务上最初表现不佳，但一旦在早期阅读教学中强调这些能力，他们在幼儿园阶段似乎能迅速掌握。此外，研究结果表明，双语学龄前儿童在英语和西班牙语方面的接受性语言能力对他们在幼儿园末期的早期字母-单词识别能力有积极影响。迄今为止，尚未发现双语学龄前儿童的家庭读写环境与早期阅读成果之间存在积极关系。文中还讨论了诸如“启智计划”等项目在服务年幼双语儿童方面的教育意义。
