Speaking Out for Language: Why Language Is Central to Reading Development
Speaking Out for Language: Why Language Is Central to Reading Development
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DOI：
10.3102/0013189x10370204
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发表时间：
2010-05-01
影响因子：
8.2
通讯作者：
Hirsh-Pasek, Kathy
中科院分区：
文献类型：
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作者：
Dickinson, David K.;Golinkoff, Roberta M.;Hirsh-Pasek, Kathy
尽管国家早期识字小组的报告提供了重要的研究升华，但报告数据的方式低估了语言的重要性。与其他与后续阅读有适度关联的预测因素不同，语言施加的普遍和间接影响并不是元分析中使用的效应大小所描述的。此外，与在学习期间快速发展的与代码相关的技能不同，语言的发展需要更长的时间跨度。由于相对较难设计出显著改变儿童语言能力的干预措施，这一回应的作者担心学校将把目标对准更具可塑性的基于代码的技能。他们对这样的举动发出警告。
Although the National Early Literacy Panel report provides an important distillation of research, the manner in which the data are reported underrepresents the importance of language. Unlike other predictors with moderate associations with later reading, language exerts pervasive and indirect influences that are not described by the effect sizes used in the meta-analysis. Also, unlike code-related skills that develop rapidly during the years studied, language develops over an extended time span. Because it is relatively difficult to devise interventions that dramatically alter children's language abilities, the authors of this response are concerned that schools will target the more malleable code-based skills. They warn against such a move.