Mother-child joint writing in low SES Sociocultural factors, maternal mediation, and emergent literacy
Mother-child joint writing in low SES Sociocultural factors, maternal mediation, and emergent literacy
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DOI：
10.1016/s0885-2014(01)00067-3
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发表时间：
2001-07-01
影响因子：
1.8
通讯作者：
Levin, I
中科院分区：
文献类型：
--
作者：
Aram, D;Levin, I
新兴识字研究有关的社会文化因素，特别是母亲的写作调解。41个低社会经济地位（SES）儿童，5;5-6;0岁，和他们的母亲参加。儿童的紧急识字评估的文字书写和识别，语音意识，正字法意识。为了评估书写的中介作用，孩子们被要求写下单词和名字，他们的母亲被要求帮助他们。母亲的调解进行了分析，在编码过程中，母亲干预的步骤，她提到希伯来文正字法，她的调解在打印信件。儿童的识字率被发现与社会经济地位，母亲识字，识字工具在家里，和产妇调解。分层回归表明，儿童的识字工具有助于所有新兴的识字技能，超越SES和产妇识字。在控制了所有社会文化因素后，中介质量预测了单词书写和识别以及语音意识。定性分析说明了产妇调解范围内或低于儿童的ZPD。(C)2001 Elsevier Science Inc. All rights reserved.
Emergent literacy was studied as related to sociocultural factors, particularly to maternal mediation of writing. Forty-one low socioeconomic status (SES) children, 5;5-6;0 years old, and their mothers participated. The child's emergent literacy was assessed by word writing and recognition, phonological awareness, and orthographic awareness. To assess mediation of writing, children were asked to write words and names, and their mothers were asked to help them. Maternal mediation was analyzed in terms of the steps in the encoding process that the mother intervened in, her reference to Hebrew orthography, and her mediation in printing letters. Child's literacy was found to be related to SES, maternal literacy, literacy tools at home, and maternal mediation. Hierarchical regressions indicated that child's literacy tools contributed to all emergent literacy skills, beyond SES and maternal literacy. The quality of mediation predicted word writing and recognition and phonological awareness after controlling for all sociocultural factors. A qualitative analysis illustrated the range of maternal mediation within or below the child's ZPD. (C) 2001 Elsevier Science Inc. All rights reserved.