LONG-TERM EFFECTS OF PRESCHOOL TEACHERS BOOK READINGS ON LOW-INCOME CHILDRENS VOCABULARY AND STORY COMPREHENSION
LONG-TERM EFFECTS OF PRESCHOOL TEACHERS BOOK READINGS ON LOW-INCOME CHILDRENS VOCABULARY AND STORY COMPREHENSION
复制标题
DOI：
10.2307/747807
复制
发表时间：
1994-04-01
影响因子：
4.2
通讯作者：
SMITH, MW
中科院分区：
文献类型：
--
作者：
DICKINSON, DK;SMITH, MW
研究人员检查了25间教室中为4岁低收入经历服务的书籍谈论模式，并研究了这些书籍阅读体验与儿童词汇增长和故事理解之间的关系。录像带的教师与儿童的互动在读书会进行了编码。聚类分析揭示了三个地区的阅读书籍的模式：（a）共同建设，其中教师和儿童参与扩展，认知挑战性的对话;（B）教学，interferencing，其中儿童回答有关事实细节的问题，并产生部分的文本合唱;和（c）的表现，其中文本是有选择的，有限的讨论和阅读之后是扩展的讨论。阅读一年后，孩子们接受了词汇测试（PPVT-R）和故事理解技能测试。回归分析使用整体描述的书籍阅读方法显示更大的收益，儿童的表现为导向的教室比那些在教学间。在话语水平上进行的回归分析显示，儿童参与的分析性谈话对词汇量有很强的影响（调整后的R2 = 0.51），对故事理解有适度的影响（调整后的R2 = 0.25）。
THE AUTHORS examined patterns of talk about books in 25 classrooms serving 4-year-old low-income experiences and studied relationships between these book-reading experiences and children's vocabulary growth and story understanding. Videotapes of teacher-child interactions during book-reading sessions were coded. Cluster analysis revealed three district patterns of reading books: (a) co-constructive, in which teachers and children engage in extended, cognitively challenging conversations; (b) didactic-interactional in which children respond to questions about factual details and produce portions of the text in chorus; and (c) performance in which the text is read with selective, limited discussion and the reading is followed by extended discussion. One year after the book readings children were given tests of vocabulary (PPVT-R) and story understanding skill. Regression analyses using wholistic descriptions of book-reading approach revealed larger gains by children the performance-oriented classrooms than by those in the didactic-interactional rooms. Regression analyses done at the utterance level revealed strong effects of child-involved analytic talk on vocabulary (adjusted R2 = .51) and modest effects on story understanding (adjusted R2 = .25).