Reese E, Cox A
Department of Psychology, University of Otago, Dunedin, New Zealand.
Dev Psychol. 1999 Jan;35(1):20-8. doi: 10.1037//0012-1649.35.1.20.
The authors assessed the relative benefits of 3 styles of adult book reading for preschoolers' emergent literacy. A describer style focused on describing pictures during the reading, a comprehender style focused on story meaning, and a performance-oriented style introduced the book and discussed story meaning on completion. Forty-eight 4-year-olds were randomly assigned to receive 1 of the 3 reading styles over a 6-week period. Pretests and posttests measured children's receptive vocabulary, print, and story comprehension skills. A describer style of reading resulted in the greatest overall benefits for children's vocabulary and print skills, but a performance-oriented style was also beneficial when children's initial skill levels were taken into account. Future book-reading interventions should be tailored to children's initial skill levels.
作者评估了三种成人给学龄前儿童读书的方式对儿童早期读写能力的相对益处。描述者方式侧重于在读书过程中描述图片，理解者方式侧重于故事含义，而表演导向方式则是先介绍书籍并在读完后讨论故事含义。48名4岁儿童被随机分配，在为期6周的时间里接受三种读书方式中的一种。前测和后测测量了儿童的接受性词汇、印刷品认知和故事理解能力。描述者方式的读书对儿童的词汇和印刷品认知技能产生了最大的总体益处，但考虑到儿童的初始技能水平时，表演导向方式也有益处。未来的读书干预应该根据儿童的初始技能水平进行调整。
