Talking and reading science: Longitudinal data on sex differences in mother-child conversations in low-income families
Talking and reading science: Longitudinal data on sex differences in mother-child conversations in low-income families
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DOI：
10.1016/j.appdev.2004.10.004
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发表时间：
2005-01-01
影响因子：
3
通讯作者：
Kurland, B
中科院分区：
文献类型：
--
作者：
Tenenbaum, HR;Snow, CE;Kurland, B
这项纵向研究调查了性别和年龄差异以及低收入母亲与孩子交谈的短期和长期影响。24名女孩和24名男孩在5岁和9岁时与母亲一起玩磁铁。当孩子们上六年级时，他们完成了一项阅读理解测试。母亲在5岁和9岁时的科学相关谈话和社交假装游戏谈话被视为儿童六年级阅读理解科学和叙事文本的预测因素。研究发现，母亲使用科学过程和社会假装游戏交谈的比例更高，男孩比女孩，和年龄较大的孩子比年幼的孩子。在控制了儿童3岁时的平均话语长度、母亲的教育程度以及儿童5岁和9岁时的科学过程谈话比例后，母亲在儿童9岁时的科学谈话比例预测了2年后儿童六年级时儿童对科学文本的阅读理解。结果表明，长期的影响，亲子互动的识字成果，也注意到存在的性别差异的机会，在家里学习科学。(C)2004年爱思唯尔公司All rights reserved.
This longitudinal study investigated sex and age differences and the short- and long-term effects of low-income mothers' talk to their children. Twenty-four girls and twenty-four boys were audiotaped playing with magnets with their mothers at the ages of 5 and 9 years. When children were in sixth grade, they completed a test of reading comprehension. Mothers' science-related talk and their social pretend-play talk at ages 5 and 9 were examined as predictors of children's sixth grade reading comprehension with a science and a narrative text. Mothers were found to use a higher proportion of both science process and social pretend play talk with boys than girls, and with older than with younger children. After controlling for children's mean length of utterance at age 3, maternal education, and children's proportion of science process talk at ages 5 and 9, mothers' proportion of science talk when children were 9 years old predicted children's reading comprehension for science text 2 years later when children were in the sixth grade. Results suggest the long-term impact of parent-child interaction on literacy outcomes, and also note the existence of sex differences in opportunities to learn about science at home. (C) 2004 Elsevier Inc. All rights reserved.