Shyness as a continuous dimension and emergent literacy in young children: is there a relation?
Shyness as a continuous dimension and emergent literacy in young children: is there a relation?
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害羞作为一个持续的维度和幼儿的新兴读写能力：有关系吗？
DOI：
10.1002/icd.621
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发表时间：
2009
影响因子：
2.2
通讯作者：
M. Evans
中科院分区：
文献类型：
--
作者：
Katherine A. Spere;M. Evans
本研究使用各种新兴读写能力测试对 89 名从幼儿园（4-5 岁）到一年级（6-7 岁）的儿童进行了短期纵向研究。评估儿童的阅读技能（单词识别、解码和字母发音知识的综合）、语音意识和口语（即接受性和表达性词汇以及语法和流利性）。害羞被视为一个连续变量，而不是对比害羞和不害羞的极端儿童群体。害羞与词汇量、语言流畅性和语音意识有一定关系。结果表明，在幼儿中，更大的害羞与技能发展受损的关联可能超出词汇领域，包括更广泛的新兴识字能力。版权所有 © 2009 约翰·威利父子有限公司
The present study assessed 89 children in a short-term longitudinal study from Junior Kindergarten (age 4–5 years) through Grade 1 (age 6–7 years) using a variety of tests of emergent literacy. Children were assessed for reading skill (a composite of word recognition, decoding, and letter-sound knowledge), phonological awareness, and oral language (i.e. both receptive and expressive vocabulary as well as syntax and fluency). Shyness was treated as a continuous variable rather than contrasting extreme groups of shy and non-shy children. Shyness was modestly related to vocabulary, verbal fluency, and phonological awareness. Results suggest that among young children the association of greater shyness with compromised skill development potentially extends beyond the vocabulary domain to include emergent literacy more broadly. Copyright © 2009 John Wiley & Sons, Ltd.
影响因子：
4.6
作者：
Rothbart, MK;Ahadi, SA;Fisher, P
通讯作者：
Fisher, P