Debaryshe B D
Department of Human Development and Family Studies, University of North Carolina, Greensboro 27412-5001.
J Child Lang. 1993 Jun;20(2):455-61. doi: 10.1017/s0305000900008370.
The purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.
本研究的目的是探讨家庭中共同阅读图画书的经历与儿童早期口语技能之间的关系。研究对象是41名两岁儿童及其母亲。测量指标包括母亲报告开始给孩子读书的年龄、家庭阅读次数、每周阅读故事的数量以及孩子去当地图书馆的次数。所使用的语言技能测量指标是儿童在修订后的雷内尔发展性语言量表上的接受性和表达性得分。多元回归分析表明，阅读图画书的接触程度与接受性语言的相关性比与表达性语言的相关性更强。家庭阅读习惯开始的年龄是口语技能最重要的预测因素。文中讨论了影响方向、父母信念作为家庭阅读行为决定因素的重要性以及阅读频率可能存在的阈值水平。
