Baydar N, Brooks-Gunn J, Furstenberg F F
Battelle Seattle Research Center, Seattle, WA 98105-5428.
Child Dev. 1993 Jun;64(3):815-29. doi: 10.1111/j.1467-8624.1993.tb02945.x.
Early childhood, middle childhood, and early adolescence determinants of functional literacy in adulthood are investigated, using 20-year longitudinal data from a sample of black children of teenaged mothers from the Baltimore metropolitan area. Document literacy was assessed by a test that consisted of a subset of items of the National Assessment of Educational Progress (NAEP) adult literacy test. The Baltimore sample is compared to the NAEP sample. Family environmental factors, early childhood developmental level, and educational career factors were considered as predictors of young adulthood literacy. Preschool cognitive and behavioral functioning is highly predictive of literacy in young adulthood, even when the effects of family environmental characteristics, including living arrangements, the quality of the home environment, maternal education, and income, are controlled. Grade failure in elementary school is also associated with literacy, but this effect disappears when the measure of preschool abilities is controlled. Family environmental factors that are predictive of literacy include maternal education, family size in early childhood, maternal marital status, and income in middle childhood and early adolescence. Policy implications of these findings are discussed.
利用来自巴尔的摩都会区青少年母亲所生黑人儿童样本的20年纵向数据，对成年期功能性扫盲的幼儿期、童年中期和青春期早期决定因素进行了调查。通过一项由国家教育进展评估（NAEP）成人识字测试的部分项目组成的测试来评估文档识字能力。将巴尔的摩样本与NAEP样本进行比较。家庭环境因素、幼儿期发育水平和教育职业因素被视为年轻成人识字能力的预测因素。即使在控制了家庭环境特征（包括居住安排、家庭环境质量、母亲教育程度和收入）的影响后，学前认知和行为功能仍能高度预测年轻成人期的识字能力。小学阶段的成绩不及格也与识字能力有关，但在控制了学前能力指标后，这种影响就消失了。预测识字能力的家庭环境因素包括母亲教育程度、幼儿期家庭规模、母亲婚姻状况以及童年中期和青春期早期的收入。讨论了这些发现的政策含义。
