Sonali Nag, Shaher Banu Vagh, Katrina May Dulay, Margaret Snowling, Enrica Donolato, Monica Melby-Lervåg
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Studies using customized measures demonstrated a more marked association between home attributes and children's outcomes (<i>r</i> = .14) than studies using a common measure across multiple sites (<i>r</i> = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children's language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children's educational success, a critical target for many LMI countries. 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引用次数: 0
摘要
在高收入国家进行的研究发现,生活在资源贫乏家庭的儿童很容易在语言和读写方面遇到困难,但在中低收入(LMI)国家,人们对这种关联知之甚少。我们对 43 个中低收入国家的 6,678 项相关研究进行了荟萃分析。总体而言,研究结果表明,家庭语言和识字环境与儿童的语言和识字能力之间存在微小但显著的关联(r = .08)。在研究了一系列调节因素后,成人扫盲实践和家庭书籍与儿童语言和读写能力的关系明显大于家庭辅导。采用定制测量方法的研究表明,家庭属性与儿童成果之间的联系(r = .14)比在多个地点采用通用测量方法的研究(r = .06)更为明显。已发表的研究比未发表的研究显示出更大的关联性,收入不平等程度较高的国家比相对平等的社会显示出更大的关联性。我们的结论是,总体关联性较小,不应被视为支持家庭学习环境与低收入国家儿童的语言和读写能力之间不存在关系,或两者之间的关系微乎其微。相反,检测这种关系的一个重要因素是,评估必须更好地反映不同文化背景下的家庭性质,以捕捉人口中的真实差异。这种根据具体情况进行的测量将使家庭学习环境的概念具有包容性,并能更好地为干预计划提供信息,以提高儿童的教育成功率,而这正是许多低收入国家的一个重要目标。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
Home learning environments and children's language and literacy skills: A meta-analytic review of studies conducted in low- and middle-income countries.
A robust finding from research in high-income countries is that children living in resource-poor homes are vulnerable to difficulties with language and literacy but less is known about this association in low- and middle-income (LMI) countries. We present a meta-analysis of 6,678 correlations from studies in 43 LMI countries. Overall, the results indicate a small but significant association (r = .08) between home language and literacy environment and children's language and literacy skills. After examining a range of moderators, adult literacy practices and books-at-home had a significantly larger association with children's language and literacy skills than did home tutoring. Studies using customized measures demonstrated a more marked association between home attributes and children's outcomes (r = .14) than studies using a common measure across multiple sites (r = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children's language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children's educational success, a critical target for many LMI countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍:
Psychological Bulletin publishes syntheses of research in scientific psychology. Research syntheses seek to summarize past research by drawing overall conclusions from many separate investigations that address related or identical hypotheses.
A research synthesis typically presents the authors' assessments:
-of the state of knowledge concerning the relations of interest;
-of critical assessments of the strengths and weaknesses in past research;
-of important issues that research has left unresolved, thereby directing future research so it can yield a maximum amount of new information.