Farry-Thorn Molly, Treiman Rebecca
Washington University in St. Louis, Sarah Robins, University of Kansas.
Early Child Res Q. 2020;53:161-170. doi: 10.1016/j.ecresq.2020.03.008. Epub 2020 May 5.
Talk about letters is an important part of the home literacy environment. Such talk has been studied primarily through questionnaires, but these are limited in the amount of information they provide. Here we analyzed conversations between 55 U.S. children and their parents who were visited in their homes every 4 months when the child was between 1.2 and 4.8 years old. We examined the aspects of alphabet knowledge that parents and children discussed, the materials they used, and how these varied with the age of the child and the socioeconomic status of the family. Children primarily focused on identifying letters, while parents also emphasized letter writing and spelling. Talk about the associations between letters and sounds, which is critical in learning to read and write, was less common than anticipated based on the results of questionnaire studies. Teachers should thus not overestimate the knowledge of letter sounds that children acquire at home.
谈论字母是家庭读写环境的重要组成部分。此类谈论主要通过问卷调查进行研究，但这些问卷所提供的信息量有限。在此，我们分析了55名美国儿童与其父母之间的对话，这些儿童在1.2至4.8岁期间，研究人员每4个月到他们家中进行一次走访。我们考察了父母与孩子讨论的字母知识方面、他们使用的材料，以及这些如何随孩子年龄和家庭社会经济地位而变化。孩子们主要专注于识别字母，而父母还强调字母书写和拼写。基于问卷调查研究结果，字母与发音之间的关联在学习读写中至关重要，但实际谈论的情况比预期要少。因此，教师不应高估孩子在家中获得的字母发音知识。
