ACCELERATING LANGUAGE-DEVELOPMENT THROUGH PICTURE BOOK READING
ACCELERATING LANGUAGE-DEVELOPMENT THROUGH PICTURE BOOK READING
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DOI：
10.1037/0012-1649.24.4.552
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发表时间：
1988-07-01
影响因子：
4
通讯作者：
CAULFIELD, M
中科院分区：
文献类型：
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作者：
WHITEHURST, GJ;FALCO, FL;CAULFIELD, M
我们实验评估了一个为期1个月的家庭干预，旨在优化父母对幼儿的绘本阅读。实验组的家长收到了增加开放式问题、功能/属性问题和扩展题的比例的指示；适当地回应孩子试图回答这些问题；并减少他们直接阅读的频率和可以通过指指点点来回答的问题。对照组的父母被要求以他们习惯的方式阅读。所有家庭都在家里录下了他们的阅读过程。对这些磁带的分析表明，实验组的父母遵守了干预指示。实验组儿童表达语言能力标准化后测得分显著高于对照组儿童。通过对录音资料的分析，实验组儿童的平均话语长度（MLU）、短语使用频率和单字使用频率均有所提高。治疗结束后9个月的随访显示，两组之间的差异虽然在统计学上有所减少，但仍在继续。
We experimentally assessed a 1-month, home-based intervention, designed to optimize parental reading of picture books to young children. Parents in the experimental group received instructions to increase their rates of open-ended questions, function/attribute questions, and expansions; to respond appropriately to children's attempts to answer these questions; and to decrease their frequency of straight reading and questions that could be answered by pointing. Control-group parents were instructed to read in their customary fashion. All families audiotaped their reading sessions at home. Analysis of these tapes demonstrated that the experimental-group parents complied with the intervention instructions. Children in the experimental group scored significantly higher than children in the control group on standardized posttests of expressive language ability. On the basis of analysis of audiotapes, children in the experimental group also had a higher mean length of utterance (MLU), a higher frequency of phrases, and a lower frequency of single words. Follow-up 9 months after the completion of treatment disclosed continued, although statistically diminished, differences between the two groups.