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1.
The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.  相似文献   

2.
Kindergarten reading and writing curricula in the European Union   总被引：1，自引：0，他引：1  
Eufimia Tafa 《Literacy》2008,42(3):162-170
The aim of this study was to examine whether the current literacy programmes in European Union kindergarten curricula support and enhance young children's reading and writing development. This study investigated whether the kindergarten curricula of 10 European countries: Britain, Belgium, France, Finland, Greece, Ireland, Luxembourg, Portugal, Spain and Sweden set appropriate goals for young children's acquisition of literacy, provide methodological guidelines that support children's active engagement in reading and writing activities, provide a print‐rich classroom environment, emphasise the communicative nature of reading and writing and use play in the learning process. The comparative data analysis showed that European kindergarten curricula seem to support and enhance young children's reading and writing development, and that early literacy acquisition is based on the principles of the new perspective of the emergence of literacy.  相似文献   

3.
The present study investigates the role of attitudinal variables, such as children's literacy interest and parents’ reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print‐concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low‐income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print‐concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities.  相似文献   

4.
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.  相似文献   

5.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.  相似文献   

6.
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition.  相似文献   

7.
The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and comprehension. The LVA Approach quickly immerses young African-American children into print text, bombarding them with a preponderance of new words, ideas, and general understandings about their surroundings and the world in general. This approach enables them to develop expansive word knowledge, resulting in reading, writing, and thinking competencies at or above their grade level and national norms. This approach focuses on the printed text—words, words, and more words—rather than visual images, picture clues, and illustrations.

Research studies on literacy development supported the use of printed text in children's initial efforts in reading (Gough and Hillinger 1980). Words, word constructions, and vocabulary development are the beginning steps to the LVA Approach. Children are able to take the skills learned in the LVA Approach and apply them to children's literature and standard basal reading texts. The LVA Approach was developed by Angela L. Davis who successfully introduced it to her first-grade class during the 2000–2001 school year. This article describes a three-year pilot effort to improve the reading competencies of primary-age children at Bouchet Academy, a Chicago Public School (CPS) located on the southeast side of the city.  相似文献   

8.
This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3–5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3–4 years gained from literacy programs as much as did older children, aged 4–5, on all the measures assessed in our program.  相似文献   

9.
This paper reports two studies of young English‐speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words, including words that had their metrical stress pattern reversed. The children were significantly worse at identifying words that had their metrical stress pattern reversed than words that were mispronounced in other ways. The second study was a cross‐sectional comparison of 31 5, 6 and 7‐year‐old children's performance on the metrical stress reversal condition of the mispronunciation task. Measures of the children's written language skills and phonological awareness were also taken. The 7‐year‐old children outperformed the 5‐year‐olds on the metrical stress task. Performance on this measure was associated with most of the measures of phonological awareness and literacy, and was associated with rhyme awareness and spelling ability after age had been taken into account. Moreover, metrical stress sensitivity could account for variance in spelling ability after phonological awareness had been taken into account, and after vocabulary had been taken into account. This suggests that stress sensitivity may influence spelling development in a way that is independent of its contribution to phonological representations.  相似文献   

10.
For special education preservice teachers to be prepared to assist students with disabilities to achieve their maximum potential in literacy, an innovative, co‐taught literacy unit was implemented within existing methods courses. The intensive, 6‐week unit was created to prepare all candidates in both mild interventions and severe interventions licensure programs to meet the literacy needs of diverse learners. The curriculum was designed around the National Reading Panel's five critical components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) in addition to the topics of emergent literacy and writing. Pre‐ and posttests were administered, revealing a significant growth in participant knowledge related to literacy assessment and instruction. Implications for future efforts to improve literacy outcomes for students with disabilities by improving teachers' knowledge and skills related to literacy instruction are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

11.
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

12.
This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety‐nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo‐word reading in both languages. Forty‐eight of the children attended Oriya‐medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty‐one children attended English‐medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo‐words for the children in the Oriya‐medium schools. However, it only contributed to Oriya pseudo‐word reading and English word reading for children in the English‐medium schools. Phonological awareness in English contributed to English word and pseudo‐word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross‐language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language.  相似文献   

13.
Research Findings: Environmental print provides children with their earliest print experiences. This observational study investigated the frequency of mother–child environmental print referencing and its relationship with emergent literacy. A total of 35 mothers and their children (ages 3–4 years) were videotaped interacting in an environmental print–rich play setting. The frequency of environmental print referencing of letters and words was measured. Children were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, name and letter writing, environmental print reading). In all, 69% of mothers referenced environmental print. After child age, home literacy teaching, and maternal education were controlled for, greater maternal referencing of environmental print was positively related to print concepts and name and letter writing. Child environmental print referencing was positively related to name and letter writing as well as to maternal environmental print referencing. Mothers used a range of mediation strategies to support children's interactions with environmental print. Practice or Policy: Maternal referencing of environmental print may be a useful way to scaffold emergent literacy in young children.  相似文献   

14.
Research Findings: Children require cognitive skills (e.g., phoneme awareness, verbal intelligence) and environmental resources (e.g., stimulation, print exposure) to acquire reading. This investigation examined the additional contribution of parental nurturance to literacy development during the transition from preschool to elementary school. Participants were 77 children attending Head Start, their primary caregivers, and their teachers. A variety of methods were used to measure nurturance (e.g., self-report, laboratory observation, home observation) and reading achievement (e.g., standardized testing and teacher report). Approximately 3½ years later, 52 families and 39 teachers were available for repeat assessments of children's reading achievement. After controlling for the variance accounted for by prior reading ability, phonological awareness, verbal reasoning ability, and home academic stimulation, parental nurturance made a significant unique contribution to children's growth in reading achievement. Results supported the hypothesis that caregiver nurturance can be an important ingredient in the recipe for literacy.

Practice: The findings have important implications for the design of interventions for children with low reading achievement. By understanding the various ways in which parents foster reading, interventions can be developed to bolster parental nurturance and support the role of nurturance in promoting children's development in all areas, including intellectual and academic functioning.  相似文献   

15.
This study employed a multiple baseline design to determine whether brief training and observational learning enabled teachers to increase their use of evocative references to print during whole-class storybook reading. Evocative print references require children to respond to teachers’ questions or directives about print and, as such, were conceptualized as opportunities to respond (OTRs). Framed within this conceptualization, the study examined whether teachers’ use of print-focused OTRs increased children's engagement during book reading and accelerated acquisition of print awareness skills. Book reading was observed twice weekly during baseline and intervention phases and coded for teachers’ use of print-referenced OTRs and children's level of engagement. Print-knowledge skill probes were administered weekly to 33 children from low-income backgrounds. Results showed gains from baseline to intervention in teachers’ use of evocative print references, children's engagement, and performance on skill probes. Findings are discussed in terms of using book reading to promote development of print awareness in children who are behind their peers in early literacy skills.  相似文献   

16.
The purpose of this study was to investigate the relationship between morphological awareness and Chinese children's literacy development. Of the 169 children from elementary schools in Beijing, China, who participated in the study, about half received enhanced instruction on the morphology of characters and words in the first and second grade. At the beginning of second grade and at the beginning of third grade, children were tested on morphological awareness, reading, and writing. The results showed that morphological instruction substantially improved children's performance on the morphological awareness and literacy measures. The best-fitting structural equation models suggested a unidirectional causal relation in early second grade and a reciprocal relation in early third grade between morphological awareness and children's literacy development.  相似文献   

17.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.  相似文献   

18.
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.  相似文献   

19.
This research had three aims: first, to examine the relationship between two components of emergent literacy: contextual (environmental print, print functions, identifying literacy activities) and non-contextual knowledge (e.g., letters’ names, phonemic awareness, concept of print, etc.); second, to explore the relationship between children's knowledge of each of the two components and their socio-economic status (SES) level in the community; and third, to study if and how these two components predict children's word recognition and emergent writing. The sample included 70 kindergarteners from two communities: 34 from a low SES community and 36 from a middle SES community. Results confirmed the existence of the two proposed distinct components of emergent literacy knowledge—the contextual and non-contextual. Compared with their higher SES peers, low SES children had poorer contextual and non-contextual knowledge. Finally, word recognition and emergent writing were predicted by non-contextual components: phonemic awareness, letters’ names, and concept of print knowledge, and not by contextual knowledge, age, or SES group. Implications for future research and educational practice are discussed.  相似文献   

20.
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

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