Learning About Writing Begins Informally
Learning About Writing Begins Informally
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学习写作从非正式开始
DOI：
10.1007/978-1-4419-0834-6_2
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发表时间：
2010
影响因子：
2.1
通讯作者：
R. Treiman
中科院分区：
文献类型：
--
作者：
Sarah Robins;R. Treiman
正规学校教育的最初几年重点是教孩子们如何阅读和写作。在本章中，我们探讨孩子在接受正式指导之前可以学习哪些书面语言。具体来说，我们回顾了一些证据，表明儿童通过与父母和其他成年人的非正式互动来获取有关语言表面和深层特征的信息。例如，儿童通过在环境中接触印刷品以及通过学习字母表等活动来了解语言的表面特征（印刷品的一般特征，以及单词和字母的特征）。孩子们也可能通过与父母的互动开始了解印刷品的更深层次特征（书写如何象征语言），这表明书面语言在某些方面与口语相似。研究结果表明，孩子们在上学之前就学习了大量的书面语言，但他们的知识可能仅限于对他们来说特别重要的语言元素，例如他们自己的名字。认识到这些经历在塑造幼儿书面语言知识方面所发挥的作用，提供了新的研究途径，并为如何改进阅读和写作方面的正规教育提供了建议。
The first few years of formal schooling focus on teaching children how to read and write. In this chapter, we explore what children may learn about written language prior to receiving formal instruction. Specifically, we review evidence suggesting that children acquire information about the surface and deeper features of language through informal interactions with their parents and other adults. For example, children learn about the surface features of language (the general features of print, as well as features of words and letters) through exposure to print in their environment and through activities such as learning about the alphabet. Children may also begin to learn about the deeper features of print (how writing symbolizes language) through interactions with their parents that suggest that written language is in some ways similar to spoken language. The research findings suggest that children learn a good deal about written language prior to instruction in school but that their knowledge may be restricted to elements of the language that are particularly salient to them, such as their own names. Recognizing the role that these experiences play in shaping young children’s knowledge of written language offers new avenues of research, as well as suggestions for how to improve formal education in reading and writing.