Hammer Carol Scheffner, Miccio Adele W, Wagstaff David A
The Pennsylvania State University, University Park.
Lang Speech Hear Serv Sch. 2003 Jan 1;34(1):20-30. doi: 10.1044/0161-1461(2003/003).
This study investigated the relationship between home literacy experiences and bilingual preschoolers' early literacy outcomes.
Forty-three Puerto Rican mother-child dyads recruited from Head Start programs in central Pennsylvania participated in this study of home literacy experiences and emerging English literacy abilities. The dyads were grouped according to whether the children had learned Spanish and English from birth (simultaneously; n=28) or Spanish from birth and English in Head Start (sequentially; n=15). Mothers of simultaneous and sequential learners were compared on the value they placed on literacy, press for achievement, the number of reading materials that were available in the home, and how often they read to their child. The children were compared on their scores on the Test of Early Reading Ability-2 (Reid, Hresko, & Hammill, 1991), which was given during the first and second years of their Head Start program.
Mothers of simultaneous and sequential learners differed with regard to mothers' press for achievement. No differences were found between the two groups with respect to the other measures. When the early literacy abilities of the two groups of children were assessed, all learners had comparable mean emergent reading scores. The mean literacy scores of the entire group of children were significantly lower at Year 2 as compared to Year 1.
Although the children experienced literacy activities at home and in Head Start, it appears that children's literacy development would benefit from increased exposure to literacy materials and literacy events during the preschool years.
本研究调查了家庭读写经历与双语学龄前儿童早期读写能力之间的关系。
从宾夕法尼亚州中部的启蒙计划中招募了43对波多黎各母婴二元组，参与这项关于家庭读写经历和新兴英语读写能力的研究。根据儿童是从出生就同时学习西班牙语和英语（同时学习组；n = 28）还是从出生就学习西班牙语并在启蒙计划中学习英语（顺序学习组；n = 15）进行分组。对同时学习组和顺序学习组的母亲在她们对读写能力的重视程度、对成就的压力、家中可用阅读材料的数量以及她们给孩子读书的频率方面进行了比较。对孩子们在启蒙计划的第一年和第二年进行的早期阅读能力测试-2（里德、赫雷斯科和哈米尔，1991年）的得分进行了比较。
同时学习组和顺序学习组的母亲在对成就的压力方面存在差异。在其他测量指标上，两组之间没有发现差异。当评估两组儿童的早期读写能力时，所有学习者的平均早期阅读得分相当。与第一年相比，整个儿童组在第二年的平均读写得分显著更低。
尽管孩子们在家庭和启蒙计划中都经历了读写活动，但似乎孩子们的读写能力发展将受益于在学龄前增加对读写材料和读写活动的接触。
