Early literacy among Arabic-speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing
Early literacy among Arabic-speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing
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DOI：
10.1016/j.cogdev.2012.10.003
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发表时间：
2013-07-01
影响因子：
1.8
通讯作者：
Abu Elhija, Jakleen
中科院分区：
文献类型：
--
作者：
Aram, Dorit;Korat, Ofra;Abu Elhija, Jakleen
我们探讨了以色列讲阿拉伯语的幼儿园儿童早期读写能力发展的社会文化背景，重点关注母婴联合写作的性质。89名幼儿园儿童和他们的母亲参与了这项研究。母亲们在家里帮助孩子写字的过程被录了下来。早期读写能力是通过字母知识、印刷概念、语音意识和词汇来评估的。幼儿早期读写能力与社会经济地位（SES）、家庭读写环境（HLE）和母亲中介水平有关。层次回归表明，HLE预测字母知识，语音意识和词汇超出SES。在控制了社会经济地位和HLE后，母亲对写作的中介作用预测了儿童除词汇外的所有早期读写能力。我们讨论了在以色列讲阿拉伯语的儿童中，母亲介导的联合写作互动作为早期识字能力提高的可能背景。(C) 2013爱思唯尔公司版权所有。
We explored the sociocultural context of early literacy development among Arabic-speaking kindergartners in Israel, focusing on the nature of mother child joint writing. Eighty-nine kindergartners and their mothers participated. Mothers were videotaped in their homes while helping their children write words. Early literacy was evaluated by alphabetic knowledge, concepts about print, phonological awareness, and vocabulary. Kindergartners' early literacy was related to socioeconomic status (SES), home literacy environment (HLE) and maternal mediation level. Hierarchical regressions indicate that HLE predicted alphabetic knowledge, phonological awareness, and vocabulary beyond SES. Maternal mediation of writing predicted all children's early literacy measures except vocabulary, after controlling for SES and HLE. We discuss maternally mediated joint writing interactions as a possible context for early literacy enhancement among young Arabic-speaking children in Israel. (C) 2013 Elsevier Inc. All rights reserved.