Literacy and Language: Relationships during the Preschool Years
Literacy and Language: Relationships during the Preschool Years
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DOI：
10.17763/haer.53.2.t6177w39817w2861
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发表时间：
1983-07
影响因子：
1.7
通讯作者：
C. Snow
中科院分区：
文献类型：
--
作者：
C. Snow
凯瑟琳·斯诺（Catherine Snow）根据最近的研究结果以及儿童学习说话和阅读的案例研究，概述了语言和识字能力发展的重要相似之处。支持语言习得的亲子互动的特征——语义偶然性、脚手架、问责程序和惯例的使用——也促进早期阅读和写作的发展。作者驳斥了家庭识字水平的差异导致学校成绩的社会阶层差异的解释。为了解释这些差异，斯诺强调了中产阶级家庭帮助学龄前儿童理解和产生脱离语境的语言的独特方式。
Drawing upon recent research findings and upon a case study of a child learning to talk and to read, Catherine Snow outlines the important similarities in the development of both language and literacy. The characteristics of parent-child interaction which support language acquisition—semantic contingency, scaffolding, accountability procedures, and the use of routines—also facilitate early reading and writing development. The author dismisses the explanation that variations in the level of literacy in the home are responsible for social class differences in school achievement. To explain such differences, Snow emphasizes distinctive ways in which middle-class families prepare preschoolers to understand and produce decontextualized language.