Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children
Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children
复制标题
社会经济状况、儿童早期语言技能和晚期识字技能的家长报告：对中国儿童的长期跟踪研究
DOI：
10.1007/s11145-016-9682-4
复制
发表时间：
2017-02
影响因子：
2.5
通讯作者：
Hua Shu
中科院分区：
文献类型：
--
作者：
Hongyun Liu;Hongyun Liu;Hua Shu;Hua Shu
摘要
以往关于识字发展纵向预测的研究主要集中在早期认知/语言技能和晚期识字技能之间的关系。本研究的目的是测试的可靠性的一些措施，家长报告相比，测量认知和语言技能，在预测随后的阅读成绩。262名中国儿童在三年内被管理四个认知和语言技能在识字前阶段。儿童的家庭社会经济地位（SES），儿童的早期语言技能，家庭阅读的性能和习惯，并根据父母的观察家庭利手的其他信息被收集。这些变量的性能在随后的识字技能在11岁进行了检查。SES和儿童的早期语言技能显着预测随后的识字技能。即使有一些认知和语言技能的统计控制，父母报告的儿童的早期语言技能仍然有助于阅读理解。11岁时定义的不良阅读者在早期语言技能、家庭阅读表现和习惯方面落后于正常发展的阅读者。这些研究结果表明，SES和父母的估计儿童的早期语言技能是有用的预测儿童随后的阅读成就。
Abstract
Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children’s family socioeconomic status (SES), children’s early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children’s early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children’s early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children’s early language skills are useful for predicting children’s subsequent reading achievement.
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DOI：
10.1111/j.1469-7610.2009.02074.x
发表时间：
2009-08
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
--
作者：
Hart SA;Petrill SA;DeThorne LS;Deater-Deckard K;Thompson LA;Schatschneider C;Cutting LE
通讯作者：
Cutting LE
影响因子：
25
作者：
Noble, Kimberly G.;Houston, Suzanne M.;Brito, Natalie H.;Bartsch, Hauke;Kan, Eric;Kuperman, Joshua M.;Akshoomoff, Natacha;Amaral, David G.;Bloss, Cinnamon S.;Libiger, Ondrej;Schork, Nicholas J.;Murray, Sarah S.;Casey, B. J.;Chang, Linda;Ernst, Thomas M.;Frazier, Jean A.;Gruen, Jeffrey R.;Kennedy, David N.;Van Zijl, Peter;Mostofsky, Stewart;Kaufmann, Walter E.;Kenet, Tal;Dale, Anders M.;Jernigan, Terry L.;Sowell, Elizabeth R.
通讯作者：
Sowell, Elizabeth R.
中国3-8岁儿童阅读发展与障碍的发展轨迹
DOI：
10.1111/j.1469-7610.2010.02311.x
发表时间：
2011-02-01
影响因子：
7.6
作者：
Lei, Lin;Pan, Jinger;Shu, Hua
通讯作者：
Shu, Hua
早期手势的差异解释了学校入学时儿童词汇量的SES差异。
DOI：
10.1126/science.1167025
发表时间：
2009-02-13
期刊：
Science (New York, N.Y.)
影响因子：
--
作者：
Rowe ML;Goldin-Meadow S
通讯作者：
Goldin-Meadow S
DOI：
10.1111/j.1469-7610.2007.01837.x
发表时间：
2008-02-01
影响因子：
7.6
作者：
McBride-Chang, Catherine;Lam, Fanny;Chow, Yvonne Y. Y.
通讯作者：
Chow, Yvonne Y. Y.