Prereading Deficits in Children in Foster Care
Prereading Deficits in Children in Foster Care
复制标题
DOI：
10.1080/02796015.2011.12087733
复制
发表时间：
2011-03
影响因子：
3
通讯作者：
K. Pears;C. V. Heywood;Hyoun K. Kim;P. Fisher
中科院分区：
文献类型：
--
作者：
K. Pears;C. V. Heywood;Hyoun K. Kim;P. Fisher
抽象的。阅读技能是儿童学习准备的核心能力，对于寄养儿童可能特别重要，因为他们面临学习困难和特殊教育安置率较高的风险。在这项研究中，预读技能（语音意识，字母知识，口语能力）和幼儿园的63名儿童在寄养的表现进行了检查之前，在幼儿园的秋天。这些孩子表现出读前缺陷，平均读前分数下降到第30到第40百分位。在多元路径分析中，读前技能（特别是语音意识）的变化可以预测幼儿园教师对早期识字技能的评价。这些研究结果强调，需要采取干预措施，重点是在寄养儿童的预读技能。
Abstract. Reading skills are core competencies in children’s readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten performance of 63 children in foster care were examined just before and during the fall of kindergarten. The children exhibited prereading deficits with average prereading scores that fell at the 30th to 40th percentile. Variations in prereading skills (particularly phonological awareness) predicted kindergarten teacher ratings of early literacy skills in a multivariate path analysis. These findings highlight the need for interventions focused on prereading skills for children in foster care.