Alston-Abel Nicole Lynn, Berninger Virginia
Federal Way Public Schools, WA.
University of Washington.
J Educ Psychol Consult. 2018;28(2):164-189. doi: 10.1080/10474412.2017.1323222. Epub 2017 May 23.
In a five-year longitudinal study of typical literacy development (grades 1 to 5 or 3 to 7) relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children's self-regulation at home, both completed annually by the same parent, and (b) children's reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low achieving than high achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than school literacy instruction. Parental ratings of self-regulation of attention remained stable but executive functions-goal-setting, hyperactivity and impulsivity tended to improve. Results are translated into consultation tips for literacy learning and best professional practices.
在一项关于典型读写能力发展的五年纵向研究（从一年级到五年级或从三年级到七年级）中，研究了以下两者之间的关系：（a）家长对关于家庭读写活动问卷的回答以及对孩子在家自我调节能力的评分，这两项均由同一位家长每年完成；（b）每年在大学评估的孩子的阅读和写作成绩。更高的阅读和写作成绩与参与更多的家庭读写活动相关。对于阅读或写作成绩低的孩子，家长对家庭读写活动的帮助或监督比对成绩高的孩子更多。孩子们在家每周花在阅读上的时间比写作活动更多，但家长在写作方面提供了更多帮助，并且报告称电脑更多用于家庭作业而非学校的读写教学。家长对注意力自我调节的评分保持稳定，但执行功能——目标设定、多动和冲动倾向有所改善。研究结果被转化为读写学习的咨询建议和最佳专业实践。
