低收入儿童文字阅读习得模式的探讨

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2022-09-17 DOI:10.1177/14687984221125983

Maria E Porta

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引用次数: 0

摘要

本研究对449名低社会经济背景的西班牙语儿童进行了单词阅读习得的六要素理论模型检验。在幼儿园开始时获得语音意识(PA)、快速自动命名(RAN)、词汇量、字母名字-声音知识和家长教育的测量，在一年级结束时获得单词阅读的测量。应用通径分析来检验特定假设。结果表明:词汇量对父母教育的依赖程度显著高于词汇量对父母教育的依赖程度;(2) PA依赖词汇量;(3)字母名音知识依赖于PA;(4)字母名字读音知识解释了单词阅读中76%的差异;(5)词汇通过PA和字母名音知识间接影响单词阅读。对低社会经济背景儿童早期阅读习得结果的合理解释进行了讨论。

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Towards a model of word reading acquisition in children from low income backgrounds

The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-sound knowledge, and parent education were obtained at the beginning of kindergarten and a measure of word reading at the end of grade 1. A path analysis was applied to test specific hypotheses. The approach revealed a conditional dependence structure between the components as follows: (1) vocabulary depends on parent education; (2) PA depends on vocabulary; (3) letter name-sound knowledge depends on PA; (4) letter name-sound knowledge explained 76% of the variance in word reading; (5) vocabulary indirectly influences word reading through PA and letter name-sound knowledge. Plausible interpretations of the results regarding early reading acquisition among children from low socioeconomic backgrounds are discussed.

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.