Predicting language development in children at risk: The effects of quality and frequency of caregiver reading
Predicting language development in children at risk: The effects of quality and frequency of caregiver reading
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DOI：
10.1080/10409280701839106
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发表时间：
2008-01-01
影响因子：
2.9
通讯作者：
Finch, William H.
中科院分区：
文献类型：
--
作者：
Fletcher, Kathryn L.;Cross, Jennifer R.;Finch, William H.
为儿童读书已被提倡作为增强语言和读写能力的一种方式（A. G. Bus, M. H. van IJzendoorn, & A. D. Pellegrini, 1995）。然而，对于 3 岁以下儿童的阅读知之甚少（K. L. Fletcher & E. Reese, 2005），特别是在高危样本中（A. van Kleeck, 2003）。在目前对参加早期干预计划的 87 名主要看护者及其 24 个月大的孩子进行的研究中，我们使用路径模型测试了 24 个月大儿童的语言、看护者报告的与儿童一起阅读的频率以及看护者的阅读策略对儿童语言和注意力之间关系的理论模型。路径模型表明，看护者在阅读过程中对 24 个月大的孩子使用的扩展和问题与 30 个月大的孩子的表达语言有关。照顾者对标签、扩展和问题的使用与 24 个月大的孩子在阅读时的注意力有关。尽管 24 个月大时儿童的语言技能与看护者在家中阅读的频率相关，但只有看护者对问题的使用与阅读频率有关。在这个高危样本中观察到的促进语言发展和阅读过程中参与的阅读实践对于幼儿的阅读干预工作具有影响。
Reading to children has been advocated as a way to enhance language and literacy skills (A. G. Bus, M. H. van IJzendoorn, & A. D. Pellegrini, 1995). However, little is known about reading with children under age 3 (K. L. Fletcher & E. Reese, 2005), particularly in at-risk samples (A. van Kleeck, 2003). In the current study of 87 primary caregivers and their 24-month-old children enrolled in an early intervention program, we tested a theoretical model of the relations among 24-month-old children's language, caregivers' reported frequency of reading with children, and caregivers' reading strategies on children's language and attention using path models. Path models indicated that caregivers' use of expansions and questions with their 24-month-old children during reading was related to children's expressive language at 30 months. Caregivers' use of labeling, expansions, and questions was related to 24-month-old children's attention during reading. Although children's language skills at 24 months were associated with the reported frequency of caregiver reading in the home, only caregivers' use of questions had a relationship with frequency of reading. Reading practices that promote language development and engagement during reading observed in this at- risk sample have implications for reading intervention efforts with young children.