Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts
Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts
复制标题
DOI：
10.1080/01638539609544953
复制
发表时间：
1996-03-01
影响因子：
2.2
通讯作者：
Fivush, R
中科院分区：
文献类型：
--
作者：
Haden, CA;Reese, E;Fivush, R
这项研究纵向考察了母亲在学龄前阶段是如何与孩子分享阅读互动的，重点是白人中产阶级母亲的非文体评论中可能存在的个体文体差异。分析涉及个体母亲风格随时间的一致性，以及故事书阅读风格在熟悉和陌生故事中的可比性。在孩子40个月和58个月大的两个时间点上，母亲们都会和孩子一起读一本陌生的和熟悉的故事书。对于每种图书类型的阅读，发现了三个不同的母体文体组：描述者、理解者和合作者。最重要的是，在18个月的学习过程中，母亲故事书的阅读风格相当一致，但在不同类型的书中，阅读风格的一致性要低得多。此外，结果表明，这些故事书阅读风格与儿童在70个月大时评估的印刷和故事技能存在差异。讨论了母亲之间的这些个体差异对紧急识字的影响。
This study examines longitudinally how mothers structure shared book reading interactions with their children across the preschool period, focusing on possible individual stylistic differences in White, middle-class mothers' extratextual comments. Analyses addressed consistency of individual maternal styles over time and comparability of storybook reading styles across familiar and unfamiliar stories. At each of two time points, when the children were 40 and 58 months old, mothers read an unfamiliar and a familiar storybook with their children. For readings of each book type, three distinct maternal stylistic groups were found: Describers, Comprehenders, and Collaborators. Most importantly, maternal storybook reading styles are reasonably consistent over the 18-month time course of study, bur are considerably less consistent across types of books. Further, results suggest that these storybook reading styles related differentially to children's print and story skills assessed at 70 months of age. Implications of these individual differences among mothers for emergent literacy are discussed.