Napoli Amy R, Purpura David J
Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA.
J Exp Child Psychol. 2018 Feb;166:581-603. doi: 10.1016/j.jecp.2017.10.002. Epub 2017 Nov 2.
There is a growing body of evidence indicating that home literacy and numeracy environments are predictive of children's literacy and numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and numeracy outcomes and between the home numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and numeracy environments to children's literacy and numeracy outcomes both within and across domains. Participants were 114 preschool children and their parents. Children ranged in age from 3.01 to 5.17 years (M = 4.09 years) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy (code-related practices and storybook reading) and numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and numeracy skills. Four mixed-effects regression analyses were conducted to predict each of the child outcomes. Results indicate that although code-related literacy practices and storybook reading were not broadly predictive of children's literacy and numeracy outcomes, the home numeracy environment was predictive of numeracy and definitional vocabulary outcomes. These findings demonstrate a relation between the home numeracy environment and children's language development and contribute to the growing body of research indicating the important relations between early numeracy and language development.
越来越多的证据表明，家庭读写和算术环境能够预测儿童在各自领域内的读写和算术技能。然而，关于家庭读写环境与算术成绩之间以及家庭算术环境与读写成绩之间的关系，相关研究较少。具体而言，关于家庭算术环境与特定读写成绩（如词汇）之间关系的信息有限。本研究的目的是调查家庭读写和算术环境与儿童在各领域内及跨领域的读写和算术成绩之间的关系。研究对象为114名学龄前儿童及其父母。儿童年龄在3.01岁至5.17岁之间（平均年龄M = 4.09岁），其中54%为女性，72%为白人。父母报告了亲子读写（与编码相关的活动和故事书阅读）和算术活动的频率。在学龄前儿童的秋季和春季，对他们的读写能力（定义性词汇、语音意识和印刷知识）和算术技能进行了评估。进行了四项混合效应回归分析来预测每个儿童的成绩。结果表明，虽然与编码相关的读写活动和故事书阅读并不能广泛预测儿童的读写和算术成绩，但家庭算术环境能够预测算术成绩和定义性词汇成绩。这些发现证明了家庭算术环境与儿童语言发展之间的关系，并为越来越多表明早期算术与语言发展之间重要关系的研究做出了贡献。
