"You Wrote the Right Letter for the Right Sound!": Parental Feedback in Writing Contexts

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-10-12 DOI:10.13110/merrpalmquar1982.67.3.0329

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引用次数: 1

Abstract

Abstract:While research demonstrates the important role parents play in facilitating children's literacy development, little is known about the knowledge that underpins these exchanges. Here, we examined the association between parents' reading-related knowledge (phonological awareness, knowledge of syllable patterns, and identification of regular and irregular word spellings) and feedback across two contexts: responses to an unknown kindergartner's writing vignette (Task 1, N = 75) and mediation of a joint writing activity with the parents' own children (Task 2, n = 70). Parents' reading-related knowledge was positively associated with praise in both tasks. Parents' reading-related knowledge was also positively associated with modeling effective writing techniques in Task 1, but negatively associated with dictation (a lower form of scaffolding) in Task 2. Our findings demonstrate that parents generally display developmentally appropriate practices when helping children; parents with higher reading-related knowledge also appear to offer more supportive feedback when commenting on, or scaffolding, children's writing.

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“你写了一个正确的字母来发出正确的声音!”:写作语境中的父母反馈

摘要：虽然研究表明父母在促进儿童识字发展方面发挥着重要作用，但人们对这些交流的基础知识知之甚少。在这里，我们研究了父母的阅读相关知识（语音意识、音节模式知识以及规则和不规则单词拼写的识别）与两种背景下的反馈之间的关系：对未知幼儿园儿童写作小插曲的反应（任务1，N=75）和与父母自己孩子的联合写作活动的中介（任务2，N=70）。在这两项任务中，父母的阅读相关知识与表扬呈正相关。父母的阅读相关知识也与任务1中的有效写作技巧建模呈正相关，但与任务2中的听写（一种较低形式的支架）负相关。我们的研究结果表明，父母在帮助孩子时通常表现出适合发展的做法；具有较高阅读相关知识的父母在评论或支撑孩子的写作时，似乎也会提供更多支持性的反馈。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.