Wesseling Patricia B C, Christmann Corinna A, Lachmann Thomas
Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern Germany.
Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern, KaiserslauternGermany; Junior Research Group wearHEALTH, Department of Computer Science, University of Kaiserslautern, KaiserslauternGermany.
Front Psychol. 2017 Mar 21;8:364. doi: 10.3389/fpsyg.2017.00364. eCollection 2017.
Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; = 69, 3;0-4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of shared book reading were investigated, literacy enrichment (additional books) and teacher training in shared book reading strategies, both without explicit letter instruction. Whereas positive effects of shared book reading on expressive vocabulary were evident in numerous previous studies, the impact of shared book reading on grapheme awareness has not yet been investigated. Both methods resulted in positive effects on children's expressive vocabulary and grapheme awareness over a period of 6 months. Thus, early shared book reading may not only be considered to be a tool for promoting the development of expressive vocabulary, but also for implicit acquisition of grapheme awareness. The latter is considered an important precondition required for the explicit learning of grapheme-phoneme conversion rules (letter knowledge).
研究了在德国幼儿园中，在没有字母教学的情况下，共读绘本对表达性词汇和字素意识的影响（纵向研究；样本量n = 69，年龄3岁0个月至4岁8个月）。表达性词汇通过标准化测试进行测量；字素意识通过要求儿童在每次试验中从非字母干扰项中识别一个字素来测量。研究了两种共读绘本的方法，即丰富读写材料（增加书籍）和对教师进行共读绘本策略培训，两种方法均无明确的字母教学。尽管在之前的众多研究中，共读绘本对表达性词汇的积极影响是显而易见的，但共读绘本对字素意识的影响尚未得到研究。两种方法在6个月的时间里都对儿童的表达性词汇和字素意识产生了积极影响。因此，早期共读绘本不仅可被视为促进表达性词汇发展的一种工具，也可被视为隐性获取字素意识的一种方式。后者被认为是明确学习字素-音素转换规则（字母知识）所需的一个重要前提条件。
